Sumažinta kaina! Practice Teaching Padidinti

Practice Teaching Paperback

Cambridge university press Cambridge university press

9780521186223

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Written for language teachers in training, this book surveys issues and procedures in conducting practice teaching. Written for language teachers in training at the diploma, undergraduate, or graduate level, Practice Teaching, A Reflective Approach surveys issues and procedures in conducting practice teaching. The book adopts a reflective approach to practice teaching and shows student teachers how to explore and reflect on the nature of language teaching and their own approaches to teaching through their experience of practice teaching.

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Apie prekę

Written for language teachers in training, this book surveys issues and procedures in conducting practice teaching. Written for language teachers in training at the diploma, undergraduate, or graduate level, Practice Teaching, A Reflective Approach surveys issues and procedures in conducting practice teaching. The book adopts a reflective approach to practice teaching and shows student teachers how to explore and reflect on the nature of language teaching and their own approaches to teaching through their experience of practice teaching.

Introduction

To the Student Teacher

This book is designed to provide support and guidance for student teachers who are practice teaching as a component of a teacher education course, either at diploma, undergraduate, or graduate level. Throughout the book we invite you to examine your beliefs and understandings of language teaching and your knowledge and skills as a learner of language teaching as you plan, teach, and reflect on lessons you teach during your teaching practice, as well as those you observe taught by other teachers. The book sets out to help you better understand what to expect from your teaching practice, how to prepare for it, how to work with those who will be arranging and supervising your teaching practice, and how to plan, teach, and learn from your teaching practice experiences. Throughout the book we present accounts by student teachers, cooperating teachers, and supervisors that will enable you to compare your experiences with others involved in practice teaching.

To the Supervisor and Cooperating Teacher

In this book we adopt a “reflective approach” to teaching practice. By this we mean one in which student teachers are shown how to explore and reflect on the nature of language teaching and their own approaches to teaching through their experience of practice teaching. Rather than presenting prescriptions on how to teach, the book is built around core chapters that describe a contemporary perspective on the nature of second language teaching and teacher learning; other chapters examine the issues involved in working in a cooperating teacher's classroom and developing teaching skills through observation and supervised practice.

Throughout this book, in most cases, we speak directly to student teachers, since we want the book to provide them with a basis for planning, learning, and understanding different aspects of language teaching. However, the book is also designed to be used by instructors as the core component of a practice-teaching course. Some chapters will most usefully be employed before teaching practice commences (e.g., Chapters 1 to 4) but can also be returned to during practice teaching. The remaining chapters can be used in the sequence that best suits your needs. We suggest that you come back to the issues the various chapters raise throughout your practicum. Some discussion questions and activities can be assigned after your student teachers have completed a chapter; others can be used some time later.

Terms Used in the Book

We have adopted the following terms throughout the book:

  • Practice teaching and teaching practice: We use these terms throughout as synonymous with the term practicum, which is also used in the literature.
  • ESOL: This general term stands for English for Speakers of Other Languages. It applies to situations that are sometimes referred to as ESL (English as a Second Language), EFL (English as a Foreign Language), ESP (English for Special Purposes), or TESOL (Teaching English to Speakers of Other Languages).
  • The student teacher: This term refers to the person completing a practice-teaching experience.
  • The cooperating teacher: This is the classroom teacher in whose class the student teacher is carrying out his or her teaching experience. This person is referred to as a master teacher or mentor teacherin some schools.
  • The supervisor: This is the faculty member or teacher trainer in charge of the practice-teaching course.
  • The host school or institution: This is the school where the practice teaching takes place.

Acknowledgments

This book reflects our experiences working with student teachers, teachers, cooperating teachers, and supervisors over many years and in several different locations, particularly Singapore, Hong Kong, Canada, South Korea, and the United States. We are grateful to colleagues who read earlier versions of the manuscript and gave valuable feedback: Melchor Tatlonghari and Linda Hanington (Regional Language Centre, Singapore), Willy Renandya and Anthony Seow (National Institute of Education, Singapore), Caroline Bentley and Josie Gawron (Indonesia Australia Language Foundation, Bali, Indonesia), Neil England (University of Sydney), Marlene Brenes Carvajal and Verónica Sánchez Hernández (Benemérita Universidad Autónoma de Puebla, Mexico), Tim Steward (Kyoto University, Japan), Alan Hirvela (Ohio State University), Gloria Park (Indiana University of Pennsylvania), Margo DelliCarpini (The City University of New York), and Rob Dickey (Gyeongju University, Korea). Caroline, Josie, Marlene, and Veronica allowed us to cite comments from their student teachers in places throughout the text. Rose Senior (University of Western Australia) kindly gave permission for us to cite teacher comments from her book The Experience of Language Teaching. Student teachers with whom we have worked piloted earlier versions of the manuscript and we would particularly like to thank Mona Irwin, Nancy Harding, Sadia Asif, and Vidya for their suggestions.

Charakteristikos

Leidimo metaiCambridge university press
AutoriusRichards, Jack & Farrell, Thomas

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