| Professional Development for Language Teachers: Strategies for Teacher Learning Contributor(s): Richards, Jack C. (Author), Farrell, Thomas S. C. (Author), Richards, Jack C. (Editor) |
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ISBN: 0521613833 ISBN-13: 9780521613835 Publisher: Cambridge University Press OUR PRICE: $57.15 Product Type: Paperback - Other Formats Published: April 2005 Annotation: This much-needed text provides a practical introduction to implementing a coherent and strategic approach to teacher development. It examines ten different strategies that can facilitate professional development. Teacher Development for Language Teachers examines ten different approaches for facilitating professional development in language teaching: self-monitoring, support groups, journal writing, classroom observation, teaching portfolios, analysis of critical incidents, case analysis, peer coaching, team teaching, and action research. The introductory chapter provides a conceptual framework. All chapters contain practical examples and reflection questions to help readers apply the approach in their own teaching context. |
| Additional Information |
| BISAC Categories: - Education | Professional Development - Education | Teaching Methods & Materials - General |
| Dewey: 407.11 |
| LCCN: 2005041972 |
| Series: Cambridge Language Education |
| Physical Information: 0.4" H x 5.9" W x 8.9" (0.65 lbs) 214 pages |
| Descriptions, Reviews, Etc. |
| Publisher Description: Professional Development for Language Teachers examines ten different techniques that can be used to facilitate professional development in language teaching. These effective teaching tools are: self-monitoring, support groups, journal writing, classroom observation, teaching portfolios, analysis of critical incidents, case analysis, peer coaching, team teaching, and action research. The book begins with a conceptual framework for professional development. All chapters contain practical examples in the form of vignettes written by teachers using the techniques, as well as reflection questions to help readers apply the approach in their own teaching context. |