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Theory and Practice in EFL Teacher Education : Bridging the Gap / ed. by Julia Hüttner, Barbara Mehlmauer-Larcher, Susanne Reichl, Barbara Schiftner.

Contributor(s): Material type: TextTextSeries: New Perspectives on Language and EducationPublisher: Bristol ; Blue Ridge Summit : Multilingual Matters, [2011]Copyright date: ©2011Description: 1 online resource (280 p.)Content type:
Media type:
Carrier type:
ISBN:
  • 9781847695253
  • 9781847695260
Subject(s): DDC classification:
  • 428.0071 23
LOC classification:
  • PE1128.A2 T457 2012
  • PE1128.A2
Other classification:
  • online - DeGruyter
Online resources:
Contents:
Frontmatter -- Contents -- Acknowledgements -- Contributors -- Introduction -- Part 1: Conceptualising the Issue of Theory and Practice -- 1. Closing the Gap, Changing the Subject -- 2. The Dialectics of Theory and Practice in Teacher Knowledge Development -- 3. Moments of Practice: Teachers’ Knowledge and Interaction in the Language Classroom -- Part 2: Developing Language Teachers’ Knowledge Base -- 4. Creating Language-Assessment Literacy: A Model for Teacher Education -- 5. Grammar Teaching: Theory, Practice and English Teacher Education -- 6. Cognitive + Communicative Grammar in Teacher Education -- 7. Towards a Stronger Intervention: The Role of Literature in Teacher Education -- Part 3: Assisting Language Teachers’ Knowledge Construction -- 8. Supporting the Transfer of Innovation into Foreign-Language Classrooms: Applied Projects in In-Service Teacher Education -- 9. Developing Student Teachers’ ‘Pedagogical Content Knowledge’ in English for Specific Purposes: The ‘Vienna ESP Approach’ -- 10. The EPOSTL (European Portfolio for Student Teachers of Languages): A Tool to Promote Reflection and Learning in Pre-Service Teacher Education -- Part 4: Addressing Established Paradigms -- 11. NESTs Versus Non-NESTs: Rethinking English-Language Teacher Identitie -- 12. Multilingualism Pedagogy: Building Bridges between Languages -- Subject Index -- Name Index
Summary: This volume addresses the complex issues surrounding language teacher education, especially in EFL, and the development of professionalism in this field. By applying such concepts as Shulman's "pedagogical content knowledge", the development of teachers' knowledge base is investigated in a variety of settings, thus underpinning the contextual nature of teacher learning. The vital role of critical reflection at all stages of teacher development is shown to be an integral part of language teachers' knowledge constructions in areas such as pedagogical grammar, assessment and testing. The contributions shed light also on the perception and development of teacher expertise. This volume sets out to bridge the gap between theory and practice, and in so doing shows that these constructs are far from monolithic. Rather, both theory and practice are created and developed dynamically in close interrelation.
Holdings
Item type Current library Call number URL Status Notes Barcode
eBook eBook Biblioteca "Angelicum" Pont. Univ. S.Tommaso d'Aquino Nuvola online online - DeGruyter (Browse shelf(Opens below)) Online access Not for loan (Accesso limitato) Accesso per gli utenti autorizzati / Access for authorized users (dgr)9781847695260

Frontmatter -- Contents -- Acknowledgements -- Contributors -- Introduction -- Part 1: Conceptualising the Issue of Theory and Practice -- 1. Closing the Gap, Changing the Subject -- 2. The Dialectics of Theory and Practice in Teacher Knowledge Development -- 3. Moments of Practice: Teachers’ Knowledge and Interaction in the Language Classroom -- Part 2: Developing Language Teachers’ Knowledge Base -- 4. Creating Language-Assessment Literacy: A Model for Teacher Education -- 5. Grammar Teaching: Theory, Practice and English Teacher Education -- 6. Cognitive + Communicative Grammar in Teacher Education -- 7. Towards a Stronger Intervention: The Role of Literature in Teacher Education -- Part 3: Assisting Language Teachers’ Knowledge Construction -- 8. Supporting the Transfer of Innovation into Foreign-Language Classrooms: Applied Projects in In-Service Teacher Education -- 9. Developing Student Teachers’ ‘Pedagogical Content Knowledge’ in English for Specific Purposes: The ‘Vienna ESP Approach’ -- 10. The EPOSTL (European Portfolio for Student Teachers of Languages): A Tool to Promote Reflection and Learning in Pre-Service Teacher Education -- Part 4: Addressing Established Paradigms -- 11. NESTs Versus Non-NESTs: Rethinking English-Language Teacher Identitie -- 12. Multilingualism Pedagogy: Building Bridges between Languages -- Subject Index -- Name Index

restricted access online access with authorization star

http://purl.org/coar/access_right/c_16ec

This volume addresses the complex issues surrounding language teacher education, especially in EFL, and the development of professionalism in this field. By applying such concepts as Shulman's "pedagogical content knowledge", the development of teachers' knowledge base is investigated in a variety of settings, thus underpinning the contextual nature of teacher learning. The vital role of critical reflection at all stages of teacher development is shown to be an integral part of language teachers' knowledge constructions in areas such as pedagogical grammar, assessment and testing. The contributions shed light also on the perception and development of teacher expertise. This volume sets out to bridge the gap between theory and practice, and in so doing shows that these constructs are far from monolithic. Rather, both theory and practice are created and developed dynamically in close interrelation.

Mode of access: Internet via World Wide Web.

In English.

Description based on online resource; title from PDF title page (publisher's Web site, viewed 01. Dez 2022)