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Zusatztext Dealing initially with stories of 'failure!' Teacher Development in Action is not a book on defeat! but as Kubanyiova herself claims! is one on hope. It is a steady step forward toward success.' - Studies in Language Learning and Teaching 'This is a courageous book. Rather than trumpeting a success story! it documents and analyses the 'failure' of a project designed to radically restructure teachers' conceptual understanding of their teaching ." - English Teaching Professional " This book breaks new ground by describing the teacher change process using a new theoretical model?. [It] is a thoroughly researched impressive book which adds greatly to both conceptual change theory and to the case study literature on language teacher development." - BAAL News Informationen zum Autor Maggie Kubanyiova is Senior Lecturer in Educational Linguistics in the School of Education, University of Birmingham, UK. Her research interests concern language teacher development, second language learning and classroom interaction, classroom pedagogy and ecological approaches to research. Her recent book Motivating Learners, Motivating Teachers: Building Vision in the Language Classroom (Co-authored with Zoltán Dörnyei, 2014) was highly commended for the HRH the Duke of Edinburgh English Language Book Award. Klappentext 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 teachers show great interest in new ideas and find them highly relevant to their practice. Drawing on a grounded theory ethnographic study of EFL teachers in Slovakia, this book, now in paperback, 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 thefield of applied linguistics and have significant implications for second language teacher education and development. Zusammenfassung 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. Inhaltsverzeichnis 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 ...
Sommario
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
Relazione
Dealing initially with stories of 'failure,' Teacher Development in Action is not a book on defeat, but as Kubanyiova herself claims, is one on hope. It is a steady step forward toward success.' - Studies in Language Learning and Teaching
'This is a courageous book. Rather than trumpeting a success story, it documents and analyses the 'failure' of a project designed to radically restructure teachers' conceptual understanding of their teaching." - English Teaching Professional
"This book breaks new ground by describing the teacher change process using a new theoretical model.... [It] is a thoroughly researched impressive book which adds greatly to both conceptual change theory and to the case study literature on language teacher development." - BAAL News
