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Teacher development in action = unde...

Kubanyiova, Magdalena, (1977-)

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Teacher development in action = understanding language teachers' conceptual change /

Record Type:	Electronic resources : Monograph/item
Title/Author:	Teacher development in action/ Magdalena Kubanyiova.
Reminder of title:	understanding language teachers' conceptual change /
Author:	Kubanyiova, Magdalena,
Published:	Houndmills, Basingstoke Hampshire ;Palgrave Macmillan, : 2012.,
Description:	xvi, 220 p. :ill. ;23 cm.
[NT 15003449]:	Prologue -- Acknowledgements -- Introduction -- Teacher Change Research: A Critical Overview -- Theories of Learning and Change in Psychology -- Pulling it Together: An Integrated Model of Language Teacher Conceptual Change -- The Study of Language Teachers' Conceptual Change: Grounded Theory Ethnography -- It's Not What They Know, It's Who They See: Ideal Selves as Central Cognitions in Conceptual Change -- Emotional Dissonance: Essential but Insufficient Catalyst for Conceptual Change -- When Change Threatens the Teachers' Sense of Self: Emotional Battles in Balancing Ideal, Ought-to and Feared Selves -- It's Not as Simple as It Sounds: Teacher Change as a Multifaceted, Situated, Emerging and Dynamic Process -- Conclusion: New Metaphors for Researching and Educating for Teacher Change -- Epilogue --.
[NT 15003449]:	Introduction -- Teacher change research: a critical overview -- Theories of learning and change in psychology -- Pulling it together: an integrated model of language teacher conceptual change -- The study of language teachers' conceptual change: grounded theory ethnography -- It's not what they know, it's who they see: ideal selves as central cognitions in conceptual change -- Emotional dissonance: essential but insufficient catalyst for conceptual change -- When change threatens the teachers' sense of of self: emotional battles in balancing ideal, ought-to and feared selves -- It's not as simple as it sounds: teacher change as a multifaceted, situated, emerging and dynamic process -- Conclusion: New metaphors for researching and educating for teacher change.
Subject:	Language teachers - Training of. -
Online resource:	http://link.springer.com/10.1057/9780230348424An electronic book accessible through the World Wide Web; click for information
ISBN:	9780230348424 (electronic bk.)

Teacher development in action = understanding language teachers' conceptual change /
Kubanyiova, Magdalena,1977-

Teacher development in actionunderstanding language teachers' conceptual change /[electronic resource] :Magdalena Kubanyiova. - Houndmills, Basingstoke Hampshire ;Palgrave Macmillan,2012. - xvi, 220 p. :ill. ;23 cm.

Includes bibliographical references and indexes.

Prologue -- Acknowledgements -- Introduction -- Teacher Change Research: A Critical Overview -- Theories of Learning and Change in Psychology -- Pulling it Together: An Integrated Model of Language Teacher Conceptual Change -- The Study of Language Teachers' Conceptual Change: Grounded Theory Ethnography -- It's Not What They Know, It's Who They See: Ideal Selves as Central Cognitions in Conceptual Change -- Emotional Dissonance: Essential but Insufficient Catalyst for Conceptual Change -- When Change Threatens the Teachers' Sense of Self: Emotional Battles in Balancing Ideal, Ought-to and Feared Selves -- It's Not as Simple as It Sounds: Teacher Change as a Multifaceted, Situated, Emerging and Dynamic Process -- Conclusion: New Metaphors for Researching and Educating for Teacher Change -- Epilogue --.

Teacher Development in Action offers a rich account of language teachers' engagement with the latest research in second language motivation on a year-long teacher development project. It offers an in-depth analysis of how language teachers mobilize (or not) their vast inner resources when they make sense of new material, and sheds light on why language classrooms do not always become acquisition-rich and motivating environments, even when{C8}teachers show great interest in{C8}new ideas and find them highly relevant to their practice. {C8} Drawing on a grounded theory ethnographic study of EFL teachers in Slovakia, this book breaks new theoretical ground in the language teacher cognition domain and weaves together findings from field notes, classroom observations and interviews into an integrated model of Language Teacher Conceptual Change (LTCC). The new insights into the complex and dynamic nature of teacher development constitute an original contribution to the field of applied linguistics and have significant implications for second language teacher education and development.

Electronic reproduction.
Basingstoke, England :
Palgrave Macmillan,
2012.

Mode of access: World Wide Web.

ISBN: 9780230348424 (electronic bk.)

Standard No.: 9786613657268

Source: 380040Palgrave Macmillanhttp://www.palgraveconnect.comSubjects--Topical Terms:

535066
Language teachers
--Training of.Index Terms--Genre/Form:

542853
Electronic books.

LC Class. No.: P53.85 / .K84 2012

Dewey Class. No.: 401/.93

Teacher development in action = understanding language teachers' conceptual change /
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100 1 $a Kubanyiova, Magdalena, $d 1977- $3 1598491
245 1 0 $a Teacher development in action $h [electronic resource] : $b understanding language teachers' conceptual change / $c Magdalena Kubanyiova.
260 $a Houndmills, Basingstoke Hampshire ; $a New York : $b Palgrave Macmillan, $c 2012.
300 $a xvi, 220 p. : $b ill. ; $c 23 cm.
504 $a Includes bibliographical references and indexes.
505 0 $a Prologue -- Acknowledgements -- Introduction -- Teacher Change Research: A Critical Overview -- Theories of Learning and Change in Psychology -- Pulling it Together: An Integrated Model of Language Teacher Conceptual Change -- The Study of Language Teachers' Conceptual Change: Grounded Theory Ethnography -- It's Not What They Know, It's Who They See: Ideal Selves as Central Cognitions in Conceptual Change -- Emotional Dissonance: Essential but Insufficient Catalyst for Conceptual Change -- When Change Threatens the Teachers' Sense of Self: Emotional Battles in Balancing Ideal, Ought-to and Feared Selves -- It's Not as Simple as It Sounds: Teacher Change as a Multifaceted, Situated, Emerging and Dynamic Process -- Conclusion: New Metaphors for Researching and Educating for Teacher Change -- Epilogue --.
505 0 $a Introduction -- Teacher change research: a critical overview -- Theories of learning and change in psychology -- Pulling it together: an integrated model of language teacher conceptual change -- The study of language teachers' conceptual change: grounded theory ethnography -- It's not what they know, it's who they see: ideal selves as central cognitions in conceptual change -- Emotional dissonance: essential but insufficient catalyst for conceptual change -- When change threatens the teachers' sense of of self: emotional battles in balancing ideal, ought-to and feared selves -- It's not as simple as it sounds: teacher change as a multifaceted, situated, emerging and dynamic process -- Conclusion: New metaphors for researching and educating for teacher change.
520 $a Teacher Development in Action offers a rich account of language teachers' engagement with the latest research in second language motivation on a year-long teacher development project. It offers an in-depth analysis of how language teachers mobilize (or not) their vast inner resources when they make sense of new material, and sheds light on why language classrooms do not always become acquisition-rich and motivating environments, even when{C8}teachers show great interest in{C8}new ideas and find them highly relevant to their practice. {C8} Drawing on a grounded theory ethnographic study of EFL teachers in Slovakia, this book breaks new theoretical ground in the language teacher cognition domain and weaves together findings from field notes, classroom observations and interviews into an integrated model of Language Teacher Conceptual Change (LTCC). The new insights into the complex and dynamic nature of teacher development constitute an original contribution to the field of applied linguistics and have significant implications for second language teacher education and development.
520 $a "Bringing together multiple sources of data and combining existing theories across language teacher cognition, teacher education, second language motivation and psychology, this empirically-grounded analysis of teacher development in action offers new insights into the complex and dynamic nature of language teachers' conceptual change. "--Provided by publisher.
533 $a Electronic reproduction. $b Basingstoke, England : $c Palgrave Macmillan, $d 2012. $n Mode of access: World Wide Web. $n System requirements: Web browser. $n Title from title screen (viewed on June 5, 2012). $n Access may be restricted to users at subscribing institutions.
650 0 $a Language teachers $x Training of. $3 535066
650 0 $a English teachers $x Training of. $3 531959
650 0 $a Language and languages $x Study and teaching. $3 531941
650 0 $a English language $x Study and teaching $x Foreign speakers. $3 526716
650 0 $a Teacher-student relationships. $3 525464
650 7 $a LANGUAGE ARTS & DISCIPLINES / Linguistics / General. $2 bisacsh $3 1598492
650 7 $a LANGUAGE ARTS & DISCIPLINES / Study & Teaching. $2 bisacsh $3 1598493
650 7 $a EDUCATION / Teaching Methods & Materials / Reading & Phonics. $2 bisacsh $3 1543743
655 7 $a Electronic books. $2 lcsh $3 542853
710 2 $a Palgrave Connect (Online service) $3 1081578
776 0 8 $i Print version: $a Kubanyiova, Magdalena, 1977- $t Teacher development in action. $d Houndmills, Basingstoke Hampshire ; New York : Palgrave Macmillan, 2012 $z 9780230232587 $w (DLC) 2011043794 $w (OCoLC)666235261
856 4 0 $3 Palgrave Connect $u http://link.springer.com/10.1057/9780230348424 $z An electronic book accessible through the World Wide Web; click for information
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