000 | 03322nam a22003018a 4500 | ||
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010 | _a 2014050101 | ||
020 | _a978-1137376206 | ||
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082 | 0 | 0 | _a428.0071 |
245 | 0 | 0 |
_aInternational perspectives on teacher research _cedited by Simon Borg, Hugo Santiago Sanchez |
260 |
_aHampshire ; New York : _aNew York, NY : _bPalgrave Macmillan, _cc2015. |
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300 |
_axvi, 201 p. : _bill. ; _c23 cm. |
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505 | 8 | _aMachine generated contents note: -- 1.Key Issues in Doing and Supporting Language Teacher Research; Simon Borg and Hugo Santiago Sanchez2.Toward New Understandings: Reflections on an Action Research Project with Japanese University Students; Gerald Talandis Jr. and Michael Stout3.Action Research as a Means of Stepping Out of the Teaching Comfort Zone; Megan Yucel and Vicki Bos4.Learning to Do Teacher Research Independently: Challenges and Solutions; Jianmei Xie5.Teacher Research in Video-Based Online Classrooms; Paula Charbonneau-Gowdy6.Border Crossings: Researching across Contexts for Teacher Professional Development; Patsy Vinogradov7.Participative Investigation: Narratives in Critical Research in the EFL Classroom; Gerrard Mugford8.Facilitating Teacher Research: Course Design, Implementation and Evaluation; Simon Borg9.Supporting Teacher Research through a Practical In-Service Course; Anisa Saleh Al-Maskari10. Action Research as a Professional Development Strategy; Servet Çelik and Kenan Dikilitas11. Practices and Principles of Pre-Service Action Research; Maureen Rajuan12. Teacher Research in the English Language Teacher Development Project; Rachel Bowden 13. Encouraging Teacher Research through In-House Activities: The Approach of a Finnish University Language Centre; Tuula Lehtonen, Kari K. Pitka;nen and Johanna Vaattovaara14. Teacher Research: Looking Back and Moving Forward; Hugo Santiago Sanchez and Simon Borg. | |
520 | _a"Teacher research is recognized, in ELT and education more generally, as a powerful transformative strategy for teacher development and school improvement. This volume provides original insights into this issue by focusing on the processes involved in becoming and being a teacher researcher. Contributions highlight these processes from two particular perspectives: from that of teachers themselves as they experience what becoming and being a teacher researcher involves; and from that of those who facilitate teacher research, with a focus on the practices and principles they employ in supporting teachers"-- | ||
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_aEnglish teachers _xTraining of _xResearch _xMethodology _957531 |
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_aEnglish language _xStudy and teaching (Higher) _xResearch _xMethodology _957522 |
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_aEnglish language _xStudy and teaching _xForeign speakers _xResearch _957521 |
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_aEnglish language _xStudy and teaching _xForeign speakers _xMethods _957532 |
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_aEDUCATION / Bilingual Education _957533 |
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_aEDUCATION / Research _936315 |
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_aFOREIGN LANGUAGE STUDY / English as a Second Language _957534 |
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_aLANGUAGE ARTS & DISCIPLINES / Study & Teaching _957535 |
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_aBorg, Simon, _d1965- _eEdited by _955429 |
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_aSanchez, Hugo Santiago, _eEdited by _957536 |
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_uhttps://uowd.box.com/s/z4t4iasukx0uxzsr3b48fnefcx7ozn4x _zLocation Map |
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_cREGULAR _2ddc |