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Author: Andrzej Cirocki
Publisher: Springer Nature
ISBN: 9819726859
Category :
Languages : en
Pages : 386
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Book Description
Author: Andrzej Cirocki
Publisher: Springer Nature
ISBN: 9819726859
Category :
Languages : en
Pages : 386
Get Book Here
Book Description
Author: Thomas S. C. Farrell
Publisher: Routledge
ISBN: 1317687345
Category : Foreign Language Study
Languages : en
Pages : 155
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Book Description
Taking the concept and the practice of reflective teaching forward, this book introduces a well-structured, flexible framework for use by teachers at all levels of development, from pre-service to novice to the most experienced. The framework outlines five levels of reflective practice—Philosophy; Principles; Theory-of-Practice; Practice; Beyond Practice—and provides specific techniques for teachers to implement each level of reflection in their work. Designed to allow readers to take either a deductive approach, moving from theory-into-practice, or an inductive approach where they start from a practice-into-theory position, the framework can be used by teachers alone, in pairs, or in a group.
Author: Jenifer Crawford
Publisher: Information Science Reference
ISBN: 9781799880936
Category :
Languages : en
Pages : 400
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Book Description
The field of TESOL encompasses English teachers who teach English as an additional language in English-dominant countries and those teachers who teach English as a foreign language in countries where a language other than English is the official language. This range of educators teaches English to children, adolescents, and adults in primary, secondary, post-secondary, popular education, and language academies or tutoring centers. The diversity of learners and contexts within the TESOL field presents a unique opportunity for educators to address varied educational and societal needs. This opportunity calls for TESOL educators who can support the whole learner in a range of contexts for the greater social good. There is an urgent need for readily reproducible and step-by-step research-based practices and current standards in TESOL that bridge the gap between critical scholarship and equitable teaching practices. This book would serve as a critical addition to current literature in TESOL. TESOL Guide for Critical Praxis in Teaching, Inquiry, and Advocacy is an essential reference that provides practical and equitable step-by-step guides for TESOL educators through the current best practices and methods for effective and equity-minded teaching, critical inquiry, and transformative advocacy. This book is of particular value as it bridges theories to practices with a critical look at racial and social justice in English language teaching, which will lead to the integration of social justice-focused practice across the new curriculum. Covering topics such as integrated language instruction, equity and inclusivity, critical consciousness, and online learning, this text is essential for in-service and pre-service TESOL educators, education students, researchers, administrators, teacher educators, and academicians.
Author: Andrzej Cirocki
Publisher: Springer
ISBN: 9789819726844
Category : Education
Languages : en
Pages : 0
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Book Description
This textbook provides insights from Asian contexts into how reflective practice is nurtured in Teaching English to Speakers of Other Languages (TESOL) and English Language Teaching (ELT) teacher education programmes. There is increasing recognition worldwide that, given the centrality of reflective practice to teachers’ ongoing professional development, supporting teachers to become reflective practitioners should be integral to teacher education programmes. Consequently, tertiary and master’s level courses in areas such as TESOL and ELT tend to promote reflective practice, supported by theoretical input from the burgeoning literature on reflection, much of which is produced in the West. Relatively under-represented in the literature are global perspectives on reflective practice; there are consequently relatively few accounts as to how reflective practice is embedded in teacher education programmes in different parts of the world, including Asia. Contributing authors from fourteen countries provide insights into the ways in which teachers are helped to grow as reflective practitioners on their teacher education programmes in their unique contexts. This textbook showcases how reflective teaching practices are developed, supported by frameworks for critical reflection and in interaction with local educational policies. These distinctive accounts aid readers in reflecting on the ways in which reflective practice is supported in their own teacher education contexts and in considering ways of enhancing the reflective dimension of their programmes. This textbook showcases innovative reflective activities and can be used as a principal text or as supplemental reading in a range of TESOL and ELT teacher education courses.
Author: Thomas S.C. Farrell
Publisher: Edinburgh Textbooks in Tesol
ISBN: 9781474474436
Category : Education
Languages : en
Pages : 208
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Book Description
A practical approach to preparing learner TESOL teachers for the realities of a real classroom A 200 hour teacher education program, often heavily focused on theory and where practice is left to short field experiences cannot provide you with everything that you will need when working in a real classroom. In this book Thomas Farrell addresses two problems within TESOL teacher education - the perceived gap between theory and practice and the lack of contact with newly qualified teachers. Farrell outlines how to prepare for the realities of what you will face when beginning your career through reflective activities that include: case-based teaching, teaching metaphor analysis, critical incident analysis, and teacher identity analysis. Including data-based vignettes from diverse contexts of language teachers, you are able to gain practical insights from language teacher education courses. Whether a learner teacher or teacher educator, this book presents new insights into the reality of TESOL teacher education. Key features: -includes tasks, discussion questions and data-based vignettes from diverse contexts of language teachers -takes a reflective approach to TESOL teacher education that starts in pre-service education but extends the educational experiences to 'novice-service TESOL teacher education' -encourages self-assessment in collaborative interactions with teacher educators, mentors, and supervisors Thomas S.C. Farrell is Professor of Applied Linguistics at Brock University, Canada.
Author: Li-Shih Huang
Publisher: Routledge
ISBN: 1000403211
Category : Education
Languages : en
Pages : 248
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Book Description
Presenting comprehensive research conducted with learners and educators in a range of settings, this volume showcases self-reflection as a powerful tool to enhance student learning. The text builds on empirical insights to illustrate how language professionals can foster critical self-reflection amongst learners of English as an additional language. This text uses ecologically sensitive practitioner research that addresses issues of both practical and pedagogical significance in the fields of TESOL, language teaching and learning, and teacher education. By synthesizing interdisciplinary research and theory, chapters show how various types of self-reflection—including guided and non-guided; group and individual forms; and written, oral, and technology-mediated reflection—can promote autonomous, self-regulated learning amongst students at various levels. Whilst offering readers a strong grounding in the theoretical and empirical knowledge that supports self-reflection, the volume gives constant attention is given to praxis, with a focus on effective pedagogical strategies and tools needed to implement, encourage, and evaluate critical learner reflection in readers’ own teaching or research. This volume will be a critical resource for language-teaching professionals interested in critical learner reflection, including in-service, pre-service, and teacher educators in the field of TESOL. Scholars and researchers in the fields of applied linguistics and language education more broadly will find this volume valuable.
Author: Bedrettin Yazan
Publisher: Routledge
ISBN: 1000076105
Category : Education
Languages : en
Pages : 279
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Book Description
This volume draws on empirical evidence to explore the interplay between language teacher identity (LTI) and professional learning and instruction in the field of TESOL. In doing so, it makes a unique contribution to the field of language teacher education. By reconceptualizing teacher education, teaching, and ongoing teacher learning as a continuous, context-bound process of identity work, Language Teacher Identity in TESOL discusses how teacher identity serves as a framework for classroom practice, professional, and personal growth. Divided into five sections, the text explores key themes including narratives and writing; multimodal spaces; race, ethnicity, and language; teacher emotions; and teacher educator-researcher practices. The 15 chapters offer insight into the experiences of preservice teachers, in-service teachers, and teacher educators in global TESOL contexts including Canada, Japan, Korea, Norway, Sri Lanka, Turkey, the United Kingdom, and the United States. This text will be an ideal resource for researchers, academics, and scholars interested in furthering their knowledge of concepts grounding LTI, as well as teachers and teacher educators seeking to implement identity-oriented approaches in their own pedagogical practices.
Author: Thomas S.C. Farrell
Publisher: Routledge
ISBN: 1351796704
Category : Education
Languages : en
Pages : 203
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Book Description
In this comprehensive and detailed analysis of recent research on encouraging reflective practices in TESOL, Farrell demonstrates how this practice has been embraced within TESOL and how it continues to impact the field. Examining a vast array of studies through his own framework for reflecting on practice, Farrell’s analysis comprises not only the intellectual and cognitive but also the spiritual, moral, and emotional aspects of reflection. Reflection questions at the end of each chapter provide a jumping-off point for researchers, scholars, and teachers to further consider and reflect on the future of the field. Providing a holistic picture of reflection, this book is an original compendium of essential research on philosophy and principles, instruments used in studies, and theory and practice.
Author: Thomas S. C. Farrell
Publisher: Equinox Publishing (UK)
ISBN: 9781781796535
Category : English language
Languages : en
Pages : 0
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Book Description
The concept of reflective practice has proliferated over the last few decades in many professions such as medicine, law, business and education. Within the field of education reflective practice has become a very popular concept within teacher education and development programs and perhaps its main appeal according to Loughran (2000: 33) is that it 'rings true for most people as something useful' to practice. Indeed as McLaughlin (1999:9) has remarked, 'Who would want to champion the unreflective practitioner?' The general consensus is that teachers who are encouraged to engage in reflective practice can gain new insight of their practice. There have been similar developments in the field of teaching English to speakers of other languages (TESOL) where the allure of reflective practice seems to have also been embraced as an important educational paradigm that should be supported in teacher education and development programs. This book is the first in a new series consisting of several practical oriented books that introduce cutting-edge research and practical applications of that research related to reflective practice in language education. Written by the series editor, it acts an introduction to the series and outlines and discusses the concept of reflective practice in general, the various models and approaches to reflective practice and gives guidance on cultivating reflective practice.
Author: Juan de Dios Martínez Agudo
Publisher: Routledge
ISBN: 042958234X
Category : Education
Languages : en
Pages : 297
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Book Description
This volume takes a holistic view of the current trends and challenges in quality and quality assurance in TESOL and teacher education. Bringing together top scholars in the field from all over the world, the text features invaluable international perspectives with the common objective of improving the quality in TESOL and teacher education in constantly changing and challenging educational contexts globally. Grouped into four wide-ranging, thematic sections – on multilingualism, diversity, teacher education, and future challenges – the book addresses new obstacles faced by educational professionals in today’s rapidly changing educational landscape by offering alternatives to quantitative targets. Chapter authors cover a range of contexts and timely issues, including technology in the classroom, culturally relevant teaching, teaching for continuous improvement, professional development, and monitoring and evaluating quality. Providing a forum of discussion on the intricacies, complexities, and challenges related to the urgent question of quality in the field, this book is a must-read for prospective ESL/EFL teachers and teacher educators.
