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Artykuły w czasopismach na temat "Language teacher education"
Crandall, JoAnn (Jodi). "LANGUAGE TEACHER EDUCATION". Annual Review of Applied Linguistics 20 (styczeń 2000): 34–55. http://dx.doi.org/10.1017/s0267190500200032.
Pełny tekst źródłaMuck, Kátia, i Denise Cristina Kluge. "Language teacher professional education:". International Journal for Innovation Education and Research 9, nr 4 (1.04.2021): 304–17. http://dx.doi.org/10.31686/ijier.vol9.iss4.3059.
Pełny tekst źródłaÜLGÜ, Serkan, i Mustafa ER. "PRE-SERVICE LANGUAGE TEACHER EDUCATION IN TURKEY". SCIENTIFIC RESEARCH AND EDUCATION IN THE AIR FORCE 18, nr 2 (24.06.2016): 681–88. http://dx.doi.org/10.19062/2247-3173.2016.18.2.28.
Pełny tekst źródłaKromidha, Esmeralda, i Elida Tabaku. "IMPROVEMENT OF FOREIGN LANGUAGE TEACHER EDUCATION IN ALBANIA". Problems of Education in the 21st Century 38, nr 1 (20.12.2011): 50–60. http://dx.doi.org/10.33225/pec/11.38.50.
Pełny tekst źródłaEllis, Rod. "Second language acquisition, teacher education and language pedagogy". Language Teaching 43, nr 2 (10.09.2009): 182–201. http://dx.doi.org/10.1017/s0261444809990139.
Pełny tekst źródłaBobkina, Jelena, Elena Domínguez Romero i Susana Sastre-Merino. "Literature and language education". AILA Review 34, nr 2 (31.12.2021): 145–86. http://dx.doi.org/10.1075/aila.21003.bob.
Pełny tekst źródłaMedley, Frank W., Jack C. Richards i David Nunan. "Second Language Teacher Education". Modern Language Journal 75, nr 1 (1991): 131. http://dx.doi.org/10.2307/329850.
Pełny tekst źródłaBrown, Kimberley, Jack C. Richards i David Nunan. "Second Language Teacher Education". TESOL Quarterly 27, nr 4 (1993): 753. http://dx.doi.org/10.2307/3587412.
Pełny tekst źródłaSandstedt, Lynn A. "REACTION:Foreign Language Teacher Education". Foreign Language Annals 24, nr 2 (kwiecień 1991): 109–12. http://dx.doi.org/10.1111/j.1944-9720.1991.tb00450.x.
Pełny tekst źródłaGrenfell, Michael. "Modern language teacher education". Language Learning Journal 42, nr 3 (2.09.2014): 239–41. http://dx.doi.org/10.1080/09571736.2014.950015.
Pełny tekst źródłaRozprawy doktorskie na temat "Language teacher education"
Silva, Marimar da. "Teacher knowledge in english language teacher education". reponame:Repositório Institucional da UFSC, 2012. http://repositorio.ufsc.br/xmlui/handle/123456789/93004.
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This study, qualitative in nature and grounded theory in approach, aims at investigating the concept of teacher knowledge in the area of English language teacher education in the writings of three Brazilian applied linguists with a view to conceptualizing it. Data collection and analysis, based on grounded theory strategies, consist of theoretical and empirical studies on English language teacher education produced between the beginning of 1990 and 2000 by José Carlos Paes de Almeida Filho, Luiz Paulo da Moita Lopes, and João Antonio Telles. The analysis of the ideas of these three Brazilian applied linguists on the education of the English language teacher unveiled that they suggest to adopt (1) the knowledge construction paradigm for professional education, (2) the applied-science reflective model or the craft-reflective model for teacher education, and (3) research of ethnographic nature to approach teachers# reflective practices. In addition, they view teacher knowledge (a) as a cognitive construction, (b) as a social-cognitive construction, and (c) as an experiential construction. As a cognitive construction, teacher knowledge focuses on the development of teachers# competences; as a social-cognitive construction, on teachers# awareness on how discourse works in the social construction of meanings; and as an experiential construction, on teachers# awareness on their personal practical knowledge. The present study suggests that the three applied linguists# views of paradigms of professional education, models of teacher education, approaches to reflective practices, and views of teacher knowledge are related to the way they view how the relation between the teacher and knowledge is constructed. Since that view varies, the present study suggests that teacher knowledge will tend to be a multi-nature concept. In addition, this study points out, on the one hand, a possible fragmented view of the concept of teacher knowledge and of the education of the English language teacher. On the other hand, it acknowledges that the paradigms, models, approaches and views of teacher knowledge suggested by the three applied linguists reflect the development of scientific investigation throughout the history of mankind. Finally, the present study suggests widening the theme studied here, including not only the ideas of other Brazilian applied linguists, but also their empirical studies to get a more precise view of the concept of teacher knowledge in the area of English language teacher education in Brazil.
Este estudo, de natureza qualitativa e embasado na teoria fundamentada, visa investigar o conceito the conhecimento docente nos escritos de três linguistas aplicados brasileiros, com o objetivo de conceituá-lo. Os dados, estudos teóricos e empíricos sobre a formação de professor de inglês, produzidos entre o início de 1990 e de 2000 por José Carlos Paes de Almeida Filho, Luiz Paulo da Moita Lopes e João Antonio Telles, foram coletados e analisados com base nas estratégias da teoria fundamentada. A análise das idéias dos três linguistas aplicados brasileiros sobre a formação de professor de língua inglesa revelou que eles sugerem adotar (1) o paradigma de construção de conhecimento para a formação profissional, (2) o modelo reflexivo de ciência aplicada ou o modelo reflexivo experencial para a formação de professores, e (3) a pesquisa de base etnográfica para a abordagem de práticas reflexivas. Adicionalmente, eles vêem o conhecimento docente como (a) uma construção cognitiva, (b) como uma construção cognitiva-social, e (c) como uma construção experencial. Como uma construção cognitiva, o conhecimento docente está centrado no desenvolvimento de competências; como uma construção cognitiva-social, nas práticas discursivas; e como uma construção experencial, no conhecimento prático pessoal do professor. O presente estudo sugere que as concepções dos linguistas aplicados sobre paradigmas de formação profissional, modelos de formação de professores, abordagens de práticas reflexivas e concepções de conhecimento docente estão relacionadas a sua visão de como a relação entre o professor e o conhecimento docente é construída. Tendo em vista que os três linguistas aplicados têm visões diferentes de como esta relação é construída, este estudo sugere que o conhecimento docente tenderá a ser um conceito de naturezas múltiplas. Este estudo também alerta para uma possível visão fragmentada do conceito de conhecimento docente e da formação de professor de língua inglesa. Entretanto, ele também reconhece que os paradigmas, modelos, abordagens e concepções de conhecimento docente refletem o desenvolvimento de investigações científicas ao longo da história da humanidade. Por fim, o presente estudo sugere ampliar o tema aqui investigado, incluindo não somente as idéias de outros linguistas aplicados brasileiros, mas também seus estudos empíricos a fim de que uma visão mais precisa do conhecimento docente na área de formação de professor de língua inglesa possa ser delineada no Brasil.
Murray, Neil Langdon. "Communicative language teaching and language teacher education". Thesis, University College London (University of London), 1996. http://discovery.ucl.ac.uk/10019210/.
Pełny tekst źródłaWisniewska, Ingrid. "Parallel process in language teacher education". Thesis, University of Southampton, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.430499.
Pełny tekst źródłaGreene, Terry A. "Impacting teacher beliefs: A whole language teacher education program". Diss., The University of Arizona, 1995. http://hdl.handle.net/10150/187335.
Pełny tekst źródłaSmith-Justice, Ella M. "Foreign language teacher self-efficacy: A descriptive study of high school foreign language teachers in central Appalachia". The Ohio State University, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=osu1503071224694554.
Pełny tekst źródłaBangou, Francis. "A situated approach to knowledge construction related to technology-enhanced foreign language teaching and learning for preservice teachers in a large midwestern master of education program". Columbus, OH : Ohio State University, 2003. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1057776765.
Pełny tekst źródłaTitle from first page of PDF file. Document formatted into pages; contains xii, 286 p. : ill. Includes abstract and vita. Advisor: Shelley D. Wong, College of Education. Includes bibliographical references (p. 232-238).
Mackenzie, Kevin Roderick. "Teachers' beliefs about classroom practice : implications for the role of second language acquisition theory in teacher education /". Hong Kong : University of Hong Kong, 1998. http://sunzi.lib.hku.hk/hkuto/record.jsp?B19881964.
Pełny tekst źródłaLiaw, En-Chong. ""How are they different?" a comparative study of native and nonnative foreign language teaching assistants regarding selected characteristics: teacher efficacy, approach to language teaching/teaching, teaching strategies and perception of nativeship /". The Ohio State University, 2004. http://rave.ohiolink.edu/etdc/view?acc_num=osu1092324144.
Pełny tekst źródłaFuchs, Carolin. "Computer-mediated negotiation across borders : German-American collaboration in language teacher education /". Frankfurt am Main ; New York : Peter Lang, 2006. http://www.loc.gov/catdir/toc/fy0608/2006040841.html.
Pełny tekst źródłaMercieca, Paul. "Teacher attitudes to approaches to teacher education in adult TESOL". Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 1997. https://ro.ecu.edu.au/theses/1732.
Pełny tekst źródłaKsiążki na temat "Language teacher education"
Language teacher education. London [England]: Arnold, 1998.
Znajdź pełny tekst źródłaTrappes-Lomax, Hugh, i Gibson Ferguson, red. Language in Language Teacher Education. Amsterdam: John Benjamins Publishing Company, 2002. http://dx.doi.org/10.1075/lllt.4.
Pełny tekst źródłaC, Richards Jack, i Nunan David, red. Second language teacher education. Cambridge [England]: Cambridge University Press, 1990.
Znajdź pełny tekst źródłaRichards, Jack C. Second language teacher education. Cambridge: Cambridge University Press, 1990.
Znajdź pełny tekst źródłaNguyen, Minh Hue. English Language Teacher Education. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-9761-5.
Pełny tekst źródłaSEAMEO RELC International Seminar (41st 2006 Singapore). Teacher education in language teaching. Singapore, Republic of Singapore: SEAMEO Regional Language Centre, 2007.
Znajdź pełny tekst źródłaHawkins, Margaret R. Social justice language teacher education. Bristol: Multilingual Matters, 2011.
Znajdź pełny tekst źródłaHawkins, Margaret R., red. Social Justice Language Teacher Education. Bristol, Blue Ridge Summit: Multilingual Matters, 2011. http://dx.doi.org/10.21832/9781847694249.
Pełny tekst źródłaHawkins, Margaret R., red. Language Learning and Teacher Education. Bristol, Blue Ridge Summit: Multilingual Matters, 2004. http://dx.doi.org/10.21832/9781853597657.
Pełny tekst źródłaUniversity of Illinois at Urbana-Champaign. Second Language Acquisition and Teacher Education Program. SLATE: Second language acquisition & teacher education. Champaign, Ill.]: University of Illinois at Urbana-Champaign, 1989.
Znajdź pełny tekst źródłaCzęści książek na temat "Language teacher education"
Johnson, Karen E. "Language teacher education". W The Routledge Handbook of English Language Teaching, 121–34. Milton Park, Abingdon, Oxon ; New York, NY : Routledge, [2016] | Series: Routledge Handbooks in Applied Linguistics: Routledge, 2016. http://dx.doi.org/10.4324/9781315676203-12.
Pełny tekst źródłaLi, Li. "Teacher Cognition and Teacher Education". W Language Teacher Cognition, 277–312. London: Palgrave Macmillan UK, 2019. http://dx.doi.org/10.1057/978-1-137-51134-8_9.
Pełny tekst źródłaGao, Xuesong (Andy), i Jian (Tracy) Tao. "Language Teacher Agency". W Encyclopedia of Teacher Education, 1–6. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-1179-6_123-2.
Pełny tekst źródłaLiu, Honggang. "Language Teacher Motivation". W Encyclopedia of Teacher Education, 1–5. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-1179-6_124-1.
Pełny tekst źródłaDe Costa, Peter I., Wendy Li i Hima Rawal. "Language Teacher Emotions". W Encyclopedia of Teacher Education, 1–4. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-1179-6_262-1.
Pełny tekst źródłaGao, Xuesong Andy, i Jian Tracy Tao. "Language Teacher Agency". W Encyclopedia of Teacher Education, 917–22. Singapore: Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-16-8679-5_123.
Pełny tekst źródłaLiu, Honggang. "Language Teacher Motivation". W Encyclopedia of Teacher Education, 931–35. Singapore: Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-16-8679-5_124.
Pełny tekst źródłaDe Costa, Peter I., Wendy Li i Hima Rawal. "Language Teacher Emotions". W Encyclopedia of Teacher Education, 922–26. Singapore: Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-16-8679-5_262.
Pełny tekst źródłaTorsani, Simone. "Technology and Language Education". W CALL Teacher Education, 19–44. Rotterdam: SensePublishers, 2016. http://dx.doi.org/10.1007/978-94-6300-477-0_2.
Pełny tekst źródłaKalyanpur, Maya, Padmini Bhuyan Boruah, Sarina Chugani Molina i Sunaina Shenoy. "English language teachers and teacher education". W The Politics of English Language Education and Social Inequality, 87–107. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003125488-7.
Pełny tekst źródłaStreszczenia konferencji na temat "Language teacher education"
Mohatle, Seabata A. "PREPARING AFRICAN LANGUAGE STUDENT TEACHERS FOR THE WORKPLACE IN SCHOOLS: A STUDY IN SOUTH AFRICA". W International Conference on Education and New Developments. inScience Press, 2022. http://dx.doi.org/10.36315/2022v1end092.
Pełny tekst źródłaMotloung, Amos, i Lydia Mavuru. "TEACHING LIFE SCIENCES USING SECOND LANGUAGE: HOW DO TEACHERS COPE?" W International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end007.
Pełny tekst źródłaMcNeill, Arthur. "LANGUAGE TEACHER EDUCATION: RESPONDING TO THE DEMAND FOR TEACHERS OF GLOBAL LANGUAGES". W International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/iceri.2016.2267.
Pełny tekst źródłaTaikumanova, Mahabbat, i Elmirа Uteubayeva. "ACMEORIENTED DEVELOPMENT OF TEACHERS IN THE INTEGRATED EDUCATIONAL SPACE". W Modern pedagogical technologies in foreign language education: trends, transformations, vectors of development. ACCESS Press, 2021. http://dx.doi.org/10.46656/proceeding.2021.foreign.language(31).
Pełny tekst źródłaPila, Oniccah Koketso, i Lydia Mavuru. "NATURAL SCIENCES TEACHERS’ PERCEIVED COGNITIVE ACADEMIC LANGUAGE PROFICIENCY (CALP) NEEDS". W International Conference on Education and New Developments. inScience Press, 2022. http://dx.doi.org/10.36315/2022v1end080.
Pełny tekst źródłaObeso, Olivia. "Challenging Academic Language in Teacher Education". W 2022 AERA Annual Meeting. Washington DC: AERA, 2022. http://dx.doi.org/10.3102/1888461.
Pełny tekst źródłaBecker, Daniel, Ralf Gießler i Janine Schledjewski. "Cognitive apprenticeship as a tool for materials development in an EFL teacher education project". W Fifth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.9364.
Pełny tekst źródłaRochsantiningsih, Dewi. "Exploring Language Teacher Roles as Teacher Identity". W 1st International Conference on Language, Literature, and Arts Education (ICLLAE 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200804.002.
Pełny tekst źródłaKhairova, Irina V. "Multicultural Education Of Schoolchildren During Russian Language Learning". W 3rd International Forum on Teacher Education. Cognitive-crcs, 2017. http://dx.doi.org/10.15405/epsbs.2017.08.02.42.
Pełny tekst źródłaLibusha, Azwidowi Emmanuel. "USING EVERYDAY LANGUAGE TO SUPPORT LEARNERS’ ACCESS TO MATHEMATICAL CONTENT KNOWLEDGE". W International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end013.
Pełny tekst źródłaRaporty organizacyjne na temat "Language teacher education"
Berdan, Robert, Terrence Wiley i Magaly Lavadenz. California Association for Bilingual Education (CABE) Position Statement on Ebonics. Center for Equity for English Learners, 1997. http://dx.doi.org/10.15365/ceel.statement.1997.1.
Pełny tekst źródłaLavadenz, Magaly, Elvira Armas i Natividad Robles. Bilingual Teacher Residency Programs in California: Considerations for Development and Expansion. Loyola Marymount University, 2019. http://dx.doi.org/10.15365/ceel.policy.7.
Pełny tekst źródłaLavadenz, Magaly, Jongyeon Ee, Elvira Armas i Grecya López. Leaders’ Perspectives on the Preparation of Bilingual/Dual Language Teachers. Center for Equity for English Learners, 2021. http://dx.doi.org/10.15365/ceel.policy.10.
Pełny tekst źródłaHollingsworth, Hilary, Debbie Wong, Elizabeth Cassity, Prue Anderson i Jessica Thompson. Teacher Development Multi-Year Study Series. Evaluation of Australia’s investment in teacher development in Lao PDR: Interim report 1. Australian Council for Educational Research, 2022. http://dx.doi.org/10.37517/978-1-74286-674-1.
Pełny tekst źródłaKibler, Amanda, René Pyatt, Jason Greenberg Motamedi i Ozen Guven. Key Competencies in Linguistically and Culturally Sustaining Mentoring and Instruction for Clinically-based Grow-Your-Own Teacher Education Programs. Oregon State University, maj 2021. http://dx.doi.org/10.5399/osu/1147.
Pełny tekst źródłaLin, Shaojuan. Foreign Language Teaching in U.S. Higher Education Classrooms: An Investigation of the Relationship between Teacher Pedagogical Beliefs and Classroom Teaching. Portland State University Library, styczeń 2000. http://dx.doi.org/10.15760/etd.283.
Pełny tekst źródłaCassity, Elizabeth, Jacqueline Cheng i Debbie Wong. Teacher development multi-year study series. Vanuatu: Interim report 1. Australian Council for Educational Research, 2021. http://dx.doi.org/10.37517/978-1-74286-672-7.
Pełny tekst źródłaPALIY, T., i A. BAGIYAN. CHARACTERISTIC OF A TEACHER-PHILOLOGIST’S PROFESSIONAL PERSONALITY THROUGH THE PRISM OF AXIOLOGY. Science and Innovation Center Publishing House, 2021. http://dx.doi.org/10.12731/2658-4034-2021-12-4-2-48-58.
Pełny tekst źródłaUstinova, Viktoriia O., Svitlana V. Shokaliuk, Iryna S. Mintii i Andrey V. Pikilnyak. Modern techniques of organizing computer support for future teachers’ independent work in German language. [б. в.], wrzesień 2019. http://dx.doi.org/10.31812/123456789/3255.
Pełny tekst źródłaChorna, Olha V., Vita A. Hamaniuk i Aleksandr D. Uchitel. Use of YouTube on lessons of practical course of German language as the first and second language at the pedagogical university. [б. в.], wrzesień 2019. http://dx.doi.org/10.31812/123456789/3253.
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