Training Foreign Language Teachers is aimed at anyone in the area of foreign language teaching who is engaged in designing, running or taking part in teacher education programmes. It begins by examining some current models of teacher education. It goes on to describe the notion of the teacher as 'reflective practitioner' - someone who reflects on the practice of their profession as a way of developing their expertise in it. Training Foreign Language Teachers explores ways in which a reflective approach can be applied to many areas of the teacher education programme, including: * classroom observation * microteaching * design and assesment of teacher education programmes. It contains many suggestions for practical work and discussion, and numerous applications to actual situations, including an extended case-study.
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'It provides a theoretical background to the organization and running of a programme, presenting valuable practical guidelines for implementation without being prescriptive. At the same time it lays and intellectual framework for the process of self-development.' Modern English Teacher, Vol 2, No 3, 1993
Book Description
This book contains many suggestions for practical work and discussion, and includes an extended case-study.
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This book has been written to help anyone in the area of foreign language teaching who is engaged in designing, running or taking part in any of the following kinds of professional activities: 1. teacher education courses, especially in developing countries; 2. in-service training programmes; 3. supervision/inspection programmes; 4. advisory programmes for teachers; 5. management and administration posts which involve some element of staff development; 6. professional self-development programmes. Read the first page Key Phrases - Capitalized Phrases (CAPs): (learn more)
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This book has been written to help anyone in the area of foreign language teaching who is engaged in designing, running or taking part in any of the following kinds of professional activities: 1. teacher education courses, especially in developing countries; 2. in-service training programmes; 3. supervision/inspection programmes; 4. advisory programmes for teachers; 5. management and administration posts which involve some element of staff development; 6. professional self-development programmes. Read the first page Key Phrases - Capitalized Phrases (CAPs): (learn more)
New University of Ulster New!
Books on Related Topics | Concordance | Text Stats Browse Sample Pages:
Front Cover | Table of Contents | First Pages | Index | Surprise Me!
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- Styles of Learning and Teaching: Integrated Outline of Educational Psychology for Students, Teachers and Lecturers by N.J. Entwistle on page 20, Back Matter (1), and Back Matter (2)
- Styles of Learning and Teaching by Noel Entwistle on page 20, Back Matter (1), and Back Matter (2)
- Action Research in Classrooms and Schools by D. Hustler in Back Matter (1), and Back Matter (2)
- Teaching Students to Learn by Graham Gibbs on page 27, and Back Matter
- Teaching and learning in higher education (Penguin education) by Ruth Mary Beard in Back Matter (1), and Back Matter (2)
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- A Course in Language Teaching: Practice of Theory (Cambridge Teacher Training and Development) by Penny Ur in Front Matter, page 332, and Back Matter
- Reflective Teaching in Second Language Classrooms (Cambridge Language Education) by Jack C. Richards on page 95, and Back Matter
- Teachers in Action: Tasks for In-Service Language Teacher Education and Development (Cambridge Teacher Training and Development) by Peter James in Front Matter, and Back Matter
- Teaching English as a Foreign or Second Language: A Teacher Self-development and Methodology Guide by Jerry G. Gebhard in Back Matter
- Collaborative Language Learning and Teaching (Cambridge Language Teaching Library) by David Nunan in Back Matter
See all 8 books citing this book
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