Initial English language teacher education international perspectives on research, curriculum and practice
"Trainees' voices, beliefs and experiences as learners, shaped by the tension and dialogue between internal and external theories of teaching and learning, inevitably penetrate the Initial English Language Teacher Education (IELTE) curriculum. Scrutinising these beliefs and experiences, In...
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| Format: | eBook |
| Language: | English |
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London
Bloomsbury Academic
2017, 2017
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| Online Access: | |
| Collection: | Bloomsbury Education and Childhood Studies - Collection details see MPG.ReNa |
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| 008 | 230130 ||| eng | ||
| 020 | |a 9781474294430 | ||
| 050 | 4 | |a PE1066 | |
| 100 | 1 | |a Banegas, Darío Luis | |
| 245 | 0 | 0 | |a Initial English language teacher education |h [electronic resource] |b international perspectives on research, curriculum and practice |c edited by Darío Luis Banegas |
| 260 | |a London |b Bloomsbury Academic |c 2017, 2017 | ||
| 300 | |a xv, 228 p. |b ill | ||
| 505 | 0 | |a Includes bibliographical references and index | |
| 653 | |a English teachers / Training of / Cross-cultural studies | ||
| 653 | |a English language / Study and teaching / Foreign speakers / Cross-cultural studies | ||
| 041 | 0 | 7 | |a eng |2 ISO 639-2 |
| 989 | |b BECS |a Bloomsbury Education and Childhood Studies | ||
| 776 | |z 9781474294409 | ||
| 776 | |z 9781474294416 | ||
| 776 | |z 9781474294430 | ||
| 776 | |z 9781474294423 | ||
| 856 | 4 | 0 | |u https://doi.org/10.5040/9781474294430?locatt=label:secondary_educationAndChildhoodStudies |x Verlag |3 Volltext |
| 082 | 0 | |a 428.0071 | |
| 520 | |a "Trainees' voices, beliefs and experiences as learners, shaped by the tension and dialogue between internal and external theories of teaching and learning, inevitably penetrate the Initial English Language Teacher Education (IELTE) curriculum. Scrutinising these beliefs and experiences, Initial English Language Teacher Education provides readers with vivid and informed accounts of IELTE from around the world. Approaching IELTE from a sociocultural perspective, the authors analyse future teachers' trajectories and educational histories in order to understand their experiences as learners, unpack internal beliefs, and problematise the relationships between such beliefs with theories and research in the field. Exploring accounts from a number of under-researched contexts, Initial English Language Teacher Education investigates and analyses perspectives from Argentina, Brazil, China, Colombia, Kenya, Romania, Singapore, South Africa, Spain and Uruguay. Through the eyes of future teachers, the chapters address issues such as: trainee motivation, tensions between theory and practice, role of feedback, teacher development and identity, critical pedagogies, online teacher education and intercultural awareness."-- | ||