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Статті в журналах з теми "Language Teacher Education (LTE)"
Johnson, Karen E., and Paula R. Golombek. "Informing and transforming language teacher education pedagogy." Language Teaching Research 24, no. 1 (June 11, 2018): 116–27. http://dx.doi.org/10.1177/1362168818777539.
Повний текст джерелаOng'ondo, Charles Ochieng'. "The Knowledge Base for Language Teacher Education Revisited: A Review." International Journal of English Language Teaching 4, no. 2 (June 28, 2017): 27. http://dx.doi.org/10.5430/ijelt.v4n2p27.
Повний текст джерелаPeercy, Megan Madigan, and Judy Sharkey. "Missing a S-STEP? How self-study of teacher education practice can support the language teacher education knowledge base." Language Teaching Research 24, no. 1 (June 6, 2018): 105–15. http://dx.doi.org/10.1177/1362168818777526.
Повний текст джерелаVan Canh, Le. "Remapping the teacher knowledge-base of language teacher education: A Vietnamese perspective." Language Teaching Research 24, no. 1 (June 7, 2018): 71–81. http://dx.doi.org/10.1177/1362168818777525.
Повний текст джерелаLacorte, Manel. "LANGUAGE TEACHER EDUCATION. Jon Roberts. London: Arnold, 1998. Pp. viii + 346. $70.00 cloth, $19.95 paper." Studies in Second Language Acquisition 22, no. 4 (December 2000): 600–601. http://dx.doi.org/10.1017/s0272263100284064.
Повний текст джерелаAbdullah, Tina, Fauziah Ismail, Zubaidah Awang, and Azian Abd. Aziz@Ahmad. "Patterns of Teacher Trainee Grammar Talk in Second Language Classrooms." LSP International Journal 8, no. 1 (June 25, 2021): 81–94. http://dx.doi.org/10.11113/lspi.v8.17233.
Повний текст джерелаZhang, Xiaojing. "In-Service LTE Program for Chinese Private Institute English Teachers." Journal of Contemporary Educational Research 5, no. 8 (August 30, 2021): 80–90. http://dx.doi.org/10.26689/jcer.v5i8.2437.
Повний текст джерелаTeemant, Annela. "Reframing the space between: Teachers and learners in context." Language Teaching Research 24, no. 1 (June 6, 2018): 82–93. http://dx.doi.org/10.1177/1362168818777527.
Повний текст джерелаKrajka, Jaroslaw. "Non-Native Teachers Investigating New Englishes." Aula Abierta 50, no. 2 (June 24, 2021): 585–92. http://dx.doi.org/10.17811/rifie.50.2.2021.585-592.
Повний текст джерелаMangubhai, Francis. "The Moral and Ethical Dimensions of Language Teaching." Australian Journal of Education 51, no. 2 (August 2007): 178–89. http://dx.doi.org/10.1177/000494410705100206.
Повний текст джерелаДисертації з теми "Language Teacher Education (LTE)"
Crawford, Jane C. "Teacher Response to Policy and Practice in the Teaching of LOTE." Thesis, Griffith University, 1999. https://eprints.qut.edu.au/417/1/crawford_chpt1.PDF.
Повний текст джерелаSilva, 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/.
Повний текст джерелаGreene, Terry A. "Impacting teacher beliefs: A whole language teacher education program." Diss., The University of Arizona, 1995. http://hdl.handle.net/10150/187335.
Повний текст джерелаWisniewska, Ingrid. "Parallel process in language teacher education." Thesis, University of Southampton, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.430499.
Повний текст джерелаBenefiel, Hannah Elizabeth. "Let Me In!: An Examination of Two Guidebooks for Rhetoric and Composition Women & Their Entanglement in the Self-Help Genre." University of Findlay / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=findlay1596216624888231.
Повний текст джерелаBoffa, Joseph W. "UNDERSTANDING THE LIVED EXPERIENCE OF LATE-ENTRY ENGLISH LEARNERS IN THE VISTA CANYON UNIFIED SCHOOL DISTRICT." CSUSB ScholarWorks, 2014. https://scholarworks.lib.csusb.edu/etd/88.
Повний текст джерелаPlikaitytė, Aura. "Pradinių klasių pedagogų požiūris į mokinių, turinčių kalbėjimo, kalbos ir komunikacijos sutrikimų, ugdymą." Master's thesis, Lithuanian Academic Libraries Network (LABT), 2013. http://vddb.laba.lt/obj/LT-eLABa-0001:E.02~2013~D_20130730_105303-52688.
Повний текст джерелаPupils with speech, language and communication disorders in secondary schools face specific difficulties caused by impaired or underdevelopped language skills. Students must be given individualized support. And one of the major donors is the teacher. The hypothesis shows that teachers in collaboration with the school speech therapists and other specialists from different institutions actively participate in children‘s with language and communication disorders educational process and assist them in dealing with these problems. An empirical study is made to find out teachers' approach to students with speech, language and communication disorders. In order to achieve the objective study a questionnaire and an interview are used. The study involved 100 primary school teachers from various primary and secondary schools in town.
Smith, Anne Margaret. "Inclusion in English language teacher training and education." Thesis, Lancaster University, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.441366.
Повний текст джерелаVasquez, Julian A. "A Case Study of Conflicting Narratives of Language and Culture in a Foreign Language Teacher Education Program." The Ohio State University, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=osu1316464618.
Повний текст джерелаКниги з теми "Language Teacher Education (LTE)"
Language teacher education. London [England]: Arnold, 1998.
Знайти повний текст джерелаTrappes-Lomax, Hugh, and Gibson Ferguson, eds. Language in Language Teacher Education. Amsterdam: John Benjamins Publishing Company, 2002. http://dx.doi.org/10.1075/lllt.4.
Повний текст джерелаC, Richards Jack, and Nunan David, eds. Second language teacher education. Cambridge [England]: Cambridge University Press, 1990.
Знайти повний текст джерелаRichards, Jack C. Second language teacher education. Cambridge: Cambridge University Press, 1990.
Знайти повний текст джерелаNguyen, Minh Hue. English Language Teacher Education. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-9761-5.
Повний текст джерелаIt's never too late: Leading adolescents to lifelong literacy. Portsmouth, NH: Heinemann, 1995.
Знайти повний текст джерелаAllen, Janet. It's never too late: Leading adolescents to lifelong literacy. Portsmouth, NH: Heinemann, 1995.
Знайти повний текст джерелаSEAMEO RELC International Seminar (41st 2006 Singapore). Teacher education in language teaching. Singapore, Republic of Singapore: SEAMEO Regional Language Centre, 2007.
Знайти повний текст джерелаHawkins, Margaret R. Social justice language teacher education. Bristol: Multilingual Matters, 2011.
Знайти повний текст джерелаHawkins, Margaret R., ed. Social Justice Language Teacher Education. Bristol, Blue Ridge Summit: Multilingual Matters, 2011. http://dx.doi.org/10.21832/9781847694249.
Повний текст джерелаЧастини книг з теми "Language Teacher Education (LTE)"
Li, Li. "Teacher Cognition and Teacher Education." In Language Teacher Cognition, 277–312. London: Palgrave Macmillan UK, 2019. http://dx.doi.org/10.1057/978-1-137-51134-8_9.
Повний текст джерелаJohnson, Karen E. "Language teacher education." In 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.
Повний текст джерелаGao, Xuesong (Andy), and Jian (Tracy) Tao. "Language Teacher Agency." In Encyclopedia of Teacher Education, 1–6. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-1179-6_123-2.
Повний текст джерелаLiu, Honggang. "Language Teacher Motivation." In Encyclopedia of Teacher Education, 1–5. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-1179-6_124-1.
Повний текст джерелаDe Costa, Peter I., Wendy Li, and Hima Rawal. "Language Teacher Emotions." In Encyclopedia of Teacher Education, 1–4. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-1179-6_262-1.
Повний текст джерелаGao, Xuesong Andy, and Jian Tracy Tao. "Language Teacher Agency." In Encyclopedia of Teacher Education, 917–22. Singapore: Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-16-8679-5_123.
Повний текст джерелаLiu, Honggang. "Language Teacher Motivation." In Encyclopedia of Teacher Education, 931–35. Singapore: Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-16-8679-5_124.
Повний текст джерелаDe Costa, Peter I., Wendy Li, and Hima Rawal. "Language Teacher Emotions." In Encyclopedia of Teacher Education, 922–26. Singapore: Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-16-8679-5_262.
Повний текст джерелаTorsani, Simone. "Technology and Language Education." In CALL Teacher Education, 19–44. Rotterdam: SensePublishers, 2016. http://dx.doi.org/10.1007/978-94-6300-477-0_2.
Повний текст джерелаBrown, Tony. "Developing Teacher Practice." In Mathematics Education and Language, 210–49. Dordrecht: Springer Netherlands, 2001. http://dx.doi.org/10.1007/978-94-010-0726-9_11.
Повний текст джерелаТези доповідей конференцій з теми "Language Teacher Education (LTE)"
Thompson, Tobi, and Ingrid Massey. "Preparing Effective Literacy Educators Through Professional Development." In Fourth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/head18.2018.8246.
Повний текст джерелаGrishaeva, A. V. "TEACHING GERMAN WITH DIGITAL MEDIA." In NEMECKIJ JaZYK V TOMSKOM GOSUDARSTVENNOM UNIVERSITETE: 120 LET ISTORII USPEHA. Publishing House of Tomsk State University, 2021. http://dx.doi.org/10.17223/978590744247/15.
Повний текст джерелаДонина, Ирина, Татьяна Ширина та Елена Никифорова. "Мобильные приложения в школе: готовность педагогов". У Россия — Германия в образовательном, научном и культурном диалоге. Конкорд, 2021. http://dx.doi.org/10.37490/de2021/012.
Повний текст джерелаRochsantiningsih, Dewi. "Exploring Language Teacher Roles as Teacher Identity." In 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.
Повний текст джерелаDawod, Zainb, and David Bell. "Enhancing the Learning of Special Educational Needs children with Dynamic Content Annotations." In 8th International Conference on Human Interaction and Emerging Technologies. AHFE International, 2022. http://dx.doi.org/10.54941/ahfe1002756.
Повний текст джерелаObeso, Olivia. "Challenging Academic Language in Teacher Education." In 2022 AERA Annual Meeting. Washington DC: AERA, 2022. http://dx.doi.org/10.3102/1888461.
Повний текст джерелаGüler, Seda, and Yonca Özkan. "PODCASTING IN PRE-SERVICE LANGUAGE TEACHER EDUCATION." In International Conference on Education and New Learning Technologies. IATED, 2016. http://dx.doi.org/10.21125/edulearn.2016.2388.
Повний текст джерелаIshizuka, Hiroki, and Akio Ohnishi. "FREELY ACCESSIBLE ONLINE LANGUAGE TEACHER TRAINING PLATFORM." In International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/iceri.2016.0900.
Повний текст джерелаAdeniran, Ganiyat Omotola. "Digital Technologies in Teacher Education With Reference to French Language Teacher." In The Barcelona Conference on Arts, Media & Culture 2022. The International Academic Forum(IAFOR), 2022. http://dx.doi.org/10.22492/issn.2435-9475.2022.7.
Повний текст джерелаElg, Aija, and Sanna Rämö. "CREATING TEACHER PRESENCE IN AN ONLINE LANGUAGE COURSE (FINNISH LANGUAGE)." In 12th annual International Conference of Education, Research and Innovation. IATED, 2019. http://dx.doi.org/10.21125/iceri.2019.0436.
Повний текст джерелаЗвіти організацій з теми "Language Teacher Education (LTE)"
Lin, 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, January 2000. http://dx.doi.org/10.15760/etd.283.
Повний текст джерелаHollingsworth, Hilary, Debbie Wong, Elizabeth Cassity, Prue Anderson, and 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.
Повний текст джерелаBerdan, Robert, Terrence Wiley, and 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.
Повний текст джерелаLavadenz, Magaly, Jongyeon Ee, Elvira Armas, and 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.
Повний текст джерелаCassity, Elizabeth, Jacqueline Cheng, and 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.
Повний текст джерелаLavadenz, Magaly, Elvira Armas, and 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.
Повний текст джерелаCéspedes, Nelly Yolanda, and Claudia Teresa Vela. Reflexión sobre la Educación matemática en la formación de licenciados bilingües en ÚNICA. Institucion Universitaria Colombo Americana, 2022. http://dx.doi.org/10.26817/paper.20.
Повний текст джерелаKibler, Amanda, René Pyatt, Jason Greenberg Motamedi, and Ozen Guven. Key Competencies in Linguistically and Culturally Sustaining Mentoring and Instruction for Clinically-based Grow-Your-Own Teacher Education Programs. Oregon State University, May 2021. http://dx.doi.org/10.5399/osu/1147.
Повний текст джерелаPALIY, T., and 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.
Повний текст джерелаOlsen, Laurie, Elvira Armas, and Magaly Lavadenz. A review of year 2 LCAPs: A weak response to English Learners. Center for Equity for English Learners, 2016. http://dx.doi.org/10.15365/ceel.lcap2016.1.
Повний текст джерела