Teacher Learning in Language Teaching

Enhanced descriptions from Syndetics:

This text introduces an area of educational research, "teacher learning," as it applies to the teaching of languages. The paperback edition introduces a new field of educational research called "teacher learning," as it applies to the teaching of languages. Seventeen original articles, based on studies done in North America, Europe, Asia, and Australia, provide examples of theory and research into teacher learning and of the role that previous experience, social context, and professional training play in the process.

Table of contents provided by Syndetics

• Part I Research Issues in Second Language Teacher Education
• 1 The Unstudied Problem: Research in learning to teach second languages
• Part II Studies of Teacher Decision-Making
• 2 Teacher decision-making in the adult ESL classroom
• 3 Starting all over again: From teaching adults to teaching beginners
• Part III Narrative Studies
• 4 I'm not typical: Stories of becoming a Spanish teacher
• 5 Learning to teach together
• Teaching to learn together
• 6 The language learner's autobiography: Examining the apprenticeship of observation
• Part IV Language and Discourse-Based Studies
• 7 What's in a Methodology?
• 8 The role of collaborative dialogue in teacher education
• 9 Renaming experience/reconstructing practice: Developing new understandings of teaching
• Part V Teacher Learning: The Preservice Experience
• 10 Learning How to Teach: a case study of teachers in the RSA Cert
• 11 Student foreign language teachers' knowledge growth
• 12 multicultural Classrooms and cultural communities of teachers
• Part VI Teacher Learning: In-School Practice
• 13 The vision vs
• 14 Towards reflective teaching: curriculum development and action research
• Part VII Teacher Learning: Specific Teacher Education Interventions
• 15 Learning how to teach ESL writing
• 16 When input becomes intake: tracing the sources of teachers' attitude change
• 17 Theorizing from practice: case studies of training ESL teachers through structural reflection