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Teacher Development Over Time: Practical Activities for Language Teachers [Kietas viršelis]

, (University of Michigan, USA),
  • Formatas: Hardback, 230 pages, aukštis x plotis: 229x152 mm, weight: 453 g, 10 Tables, black and white
  • Serija: Research and Resources in Language Teaching
  • Išleidimo metai: 13-Mar-2018
  • Leidėjas: Routledge
  • ISBN-10: 1138207047
  • ISBN-13: 9781138207042
Kitos knygos pagal šią temą:
Teacher Development Over Time: Practical Activities for Language TeachersDidesnis paveikslėlis
  • Formatas: Hardback, 230 pages, aukštis x plotis: 229x152 mm, weight: 453 g, 10 Tables, black and white
  • Serija: Research and Resources in Language Teaching
  • Išleidimo metai: 13-Mar-2018
  • Leidėjas: Routledge
  • ISBN-10: 1138207047
  • ISBN-13: 9781138207042
Kitos knygos pagal šią temą:
Pastovi nuoroda: https://www.kriso.lt/db/9781138207042.html
Raktažodžiai:
Teacher Development Over Time: Practical Activities for Language Teachers addresses teacher learning over the span of the careers of both novice and experienced teachers in English Language Teaching (ELT). It is designed to a) help novice ELT teachers to see the ways in which their learning may open up careers and communities over a professional life span; and b) support experienced ELT teachers in understanding where they are in their careers and how they may respond creatively to the challenges in that particular career phase. Part 1 synthesises the views of major research on teaching as it is experienced over time by teachers and discusses the implications. Readers engage with these ideas via the activities in Part 2, which encourage them to reflect on their career paths and on possible themes for future work. Part 3 describes ways teachers can set the Part 2 activities within a busy professional life, and Part 4 helps teachers to engage in further explorations on their own or with others. By merging a strong line of research with very practical tools for understanding professional development, Teacher Development Over Time proves to be an indispensable resource for language teachers as well as teacher educators and mentors.
Lists of Illustrations
xiii
Series Editor Preface xiv
1 From Research to implications
1(58)
A Introduction
1(1)
Choosing Research That Is `From---Not About---Teachers'
2(1)
Three Researchers Who Have Studied the Trajectories of Teacher Development
3(2)
Organisation of Part 1
5(1)
B The Research: Key Ideas About Teacher Development Over Time
6(39)
1 Dan Lortie, Schoolteacher: A Sociological Study (1975)
6(1)
1.1 About the Study: `Where Teachers and Students Meet'
7(1)
1.2 Key Ideas
8(9)
2 Michael Huberman, The Lives of Teachers (1989)
17(1)
2.1 About the Study: "Several People ... Have Characterised This Research as an `Insane' Undertaking"
17(2)
2.2 Key Ideas
19(4)
3 Amy B. M. Tsui, Understanding Expertise in Teaching: Case Studies of ESL Teachers (2003)
23(1)
3.1 About the Study: "What Exactly Constitutes Expertise?"
24(2)
3.2 Key Ideas
26(9)
4 The Learning4Teaching Project
35(1)
4.1 About the Studies
36(3)
4.2 Key Ideas
39(6)
C Implications of the Research: What We Can Learn About Teacher Development Over Time
45(12)
5 Implications of Lortie's Study
46(1)
5.1 How Our Experiences as Students Can Help Us Understand the Ways We Teach (Apprenticeship of Observation)
46(1)
5.2 How the Work of Teaching Viewed From the Outside (One-Step Profession) Contrasts With How We Experience It (Egg-Crate Profession)
47(2)
5.3 How Teaching Is a Balancing Act Between Instructional Goals and Relational Work (Satisficing)
49(1)
6 Implications of Huberman's Study
50(1)
6.1 The Amount of Self-Reflection and Professional Dialogue With Colleagues That Teachers Are Able to Do
50(1)
6.2 How the Themes Identified Could Be Used in Such Self-Reflection or Collegial Activity
51(1)
6.3 Whether All Teachers Follow the Same Career Stages and Trajectories as the Ones Described in the Study
51(1)
6.4 What Factors Could Constitute Pedagogical Competence
52(1)
6.5 What Attitude Towards Ourselves and Our Professional Colleagues is Most Helpful
52(1)
7 Implications of Tsui's Study
53(1)
7.1 How We Understand Our Own Histories as Teachers
53(1)
7.2 How We Relate to and Use Teaching Knowledge
54(1)
7.3 How We Relate to Our Teaching Contexts
54(1)
7.4 How We Negotiate the Relationship Between Theory and Practice
55(1)
7.5 How We Sustain Our Professional Learning
55(1)
8 Implications of the Learning4Teaching Project
56(1)
8.1 How We Make Sense of Professional Development Is a Personal Process
57(1)
8.2 Professional Learning Involves Making Sense of (and From) Learning Opportunities
57(1)
D Looking Ahead
57(2)
2 From Implications to Application
59(110)
A Introduction
59(8)
Links Between the Research/Implications and the Activities
59(7)
Organisation of the Activities in Part 2
66(1)
B Where Have I Come From as a Teacher?
67(21)
Activity 1 How Did I Become an English Teacher?
68(2)
Activity 2 My Career Graph
70(1)
Activity 3 What Are My Own Professional Life Cycle Stages?
71(1)
Activity 4 Material Changes
72(2)
Activity 5 Methodological Changes
74(2)
Activity 6 Ghosts Behind the Blackboard
76(1)
Activity 7 Talking Shop
77(2)
Activity 8 Yearly Retrospective
79(1)
Activity 9 Critical Incidents
80(1)
Activity 10 Language-Learning Autobiography
81(1)
Activity 11 Transformative Times
82(3)
Activity 12 Professional Development Survey
85(3)
C Where Am I Now?
88(51)
Activity 13 How Do I Grow a Teaching Skill?
90(1)
Activity 14 Checking Bad Habits!
91(3)
Activity 15 Doing What Makes Sense
94(1)
Activity 16 Exploring Dichotomies in Teaching Knowledge
95(1)
Activity 17 Teaching Knowledge as `Either/Or' vs `Both/And'
96(2)
Activity 18 Facing a Difficult Stage in My Professional Life Cycle
98(2)
Activity 19 How Can I Respond Creatively to a Difficult Stage of My Professional Life Cycle?
100(2)
Activity 20 How Can I Check My Pedagogical Competence?
102(2)
Activity 21 Letter to a Mentor
104(1)
Activity 22 There Is Nothing So Practical as a Good Theory
105(1)
Activity 23 Teaching Log
106(2)
Activity 24 A Course Book Page We Love/Hate
108(3)
Activity 25 They Keep Getting Younger!
111(1)
Activity 26 How Do I See My Students?
112(1)
Activity 27 Dialogue Journals
113(4)
Activity 28 Building Case Studies
117(2)
Activity 29 Freirean Problem Posing
119(2)
Activity 30 Teaching Bump
121(2)
Activity 31 From Tactics to Beliefs: The Four-Column Analysis
123(2)
Activity 32 Constraints and Resources of My Teaching Context
125(3)
Activity 33 Describing My Work
128(2)
Activity 34 Half-Scripted Interviews
130(3)
Activity 35 Writing an Op-Ed
133(3)
Activity 36 Two Maps of Professional Learning
136(3)
D Where Am I Headed?
139(30)
Activity 37 Where Do I Want to Go Next?
141(1)
Activity 38 A `Good' Teacher Is ...
142(1)
Activity 39 How Do I Grow a Teacher Learning Technique?
142(2)
Activity 40 What's in My Teaching Suitcase?
144(2)
Activity 41 Who Is My `Go To Person'?
146(1)
Activity 42 Who I Could Become
147(1)
Activity 43 Talking to My (Other) Self
148(2)
Activity 44 Mapping the Future
150(2)
Activity 45 From Known to New
152(1)
Activity 46 An Eddy in the River
153(1)
Activity 47 Graphic Organiser for Teacher Training and Development
154(2)
Activity 48 I Plan, You Teach. You Plan, I Teach
156(2)
Activity 49 Finding Balance Then Staying Interested
158(5)
Activity 50 Breaking Rules
163(2)
Activity 51 Moving On: Collecting or Throwing Away?
165(1)
Activity 52 Moving On, Heading Out
166(3)
3 From Application to Implementation
169(26)
A If You Are a Teacher Who Prefers Working on Your Own
169(6)
B If You Are a Teacher Who Prefers to Work Face to Face With a Couple of Colleagues
175(5)
C If You Are a Teacher Interested in a CPD Programme in an Institution
180(6)
D If You Are a Teacher Interested in Collaborating Across Local Institutions
186(2)
E If You Are a Teacher Trainer About to Run a Short Professional Development Course
188(6)
F If You Are Interested in Virtual Learning, in Personal Learning Networks (PLNs)
194(1)
4 From Implementation to Research
195(16)
A Two Perspectives on Studying Teacher Development Over Time
195(6)
1 A Research Perspective to Studying Teacher Development `Over Time'
195(4)
2 An Inquiry Perspective---Studying Your Own Development as a Teacher `Over Time'
199(2)
B Inquiring Collectively
201(4)
C Inquiring With Fellow Teachers
205(3)
D Inquiring on Your Own
208(1)
E Starting the Process
209(2)
Appendix 211(7)
References 218(5)
Index 223
Tessa Woodward is Editor of The Teacher Trainer journal for Pilgrims, Canterbury, UK. She is a Past President and International Ambassador of the International Association of Teachers of English as a Foreign Language (IATEFL) and founded the IATEFL Special Interest Group for Teacher Trainers (now the SIG T Ed/TT). She is also the founder of The Fair List, UK (www.thefairlist.org).



Kathleen Graves is Associate Professor of Education Practice at the University of Michigan, USA, where she works in teacher education and curriculum development. She is the series editor of the TESOL Language Curriculum Development series.



Donald Freeman is Professor of Education at the University of Michigan, USA. He directs theLearning4Teaching Project, a series of national research studies of ELT public-sector teachers experiences in professional development conducted in Chile, Turkey, and Qatar.