The need for ongoing teacher development has been a recurring theme in the field of TESOL in recent years. Not everything a language teacher needs to know can be provided at the pre-service level, and the knowledge base of teaching is constantly changing. Based on cutting-edge research illustrated through case studies, this book outlines strategies for professional development through reflective practice in the language classroom. Accessible and comprehensive, the book presupposes no prior knowledge of linguistics or language teaching, and each chapter includes reflective discussion questions to help the reader apply the strategies and procedures discussed. This book will be invaluable to postgraduate students of TESOL and applied linguistics, and in-service language teachers.
|Product dimensions:||6.10(w) x 9.00(h) x 0.70(d)|
About the Author
Thomas S. C. Farrell is Professor in the Department of Applied Linguistics, Brock University, Canada.
Table of Contents
Table of Contents1. Reflective Language Teaching2. Self-Reflection3. Teachers' Beliefs and Practices4. Teachers' Narrative5. Teachers' Language Proficiency (Thomas S.C. Farrell and Jack C. Richards)6. Teachers' Metaphors and Maxims7. Classroom Communication8. Action Research9. Teaching Journals10. Teacher Development Groups11. Classroom Observations12. Critical Friendships13. Concept Mapping 14. Professional Development Through Reflective Language Teaching