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Reflective development through the care model : empowering teachers of English as a foreign language /
The capacity to reflect - individually and with others - is considered valuable in teacher professional development internationally. In the field of Teaching English as a Second or Foreign Language, reflective practice has been deemed to be a precious tool at the pre-service level and in the ongoing...
| Clasificación: | Libro Electrónico |
|---|---|
| Autor principal: | |
| Formato: | Electrónico eBook |
| Idioma: | Inglés |
| Publicado: |
Newcastle upon Tyne :
Cambridge Scholars Publishing,
2016.
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| Temas: | |
| Acceso en línea: | Texto completo |
MARC
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| 100 | 1 | |a Christodoulou, Niki, |e author. | |
| 245 | 1 | 0 | |a Reflective development through the care model : |b empowering teachers of English as a foreign language / |c Niki Christodoulou. |
| 264 | 1 | |a Newcastle upon Tyne : |b Cambridge Scholars Publishing, |c 2016. | |
| 300 | |a 1 online resource (xxv, 247 pages) | ||
| 336 | |a text |b txt |2 rdacontent | ||
| 337 | |a computer |b c |2 rdamedia | ||
| 338 | |a online resource |b cr |2 rdacarrier | ||
| 504 | |a Includes bibliographical references. | ||
| 588 | 0 | |a Print version record. | |
| 505 | 0 | |a Table of Contents; List of Tables; List of Figures; List of Abbreviations; Acknowledgements; Preface; Structure of the Book; Foreword; Chapter One; Introduction; Sketching my 'take' on things; My Interest and Engagement in Reflective Practice; The Work-Based Learning Network Conference -- The 'seed' is planted; Reflective Practice in Higher Education -- The 'seed' begins to grow; The Wider Context; Cyprus: An Historical Overview; The Cultural and Educational Contexts; Teacher Education in Cyprus; The Higher Education System in Cyprus; English in Cyprus | |
| 505 | 8 | |a Teaching English as a Foreign Language in CyprusSketching my Local HE TEFL Context; Purpose of the Research; Research Questions; Significance of the Research; Summary; Chapter Two; Introduction; The Nature of Reflection; Dewey; Schön; Delineating Reflection; Typologies and Levels; Facets of Reflection; Highlighting Facets of Reflection in the Research; Nuances of Reflection: Dialogue and Collaboration; Reflection and Appreciative Systems; Reflecting on the Typologies -- My Stance; Critiquing Reflective Practice -- The other side; Conclusion | |
| 505 | 8 | |a The 'Critical' in Reflection, in Emotions and in ConstructivismCritical Reflection; Critical Reflection in Teaching; Dialogue in Critical Reflection; Emotions in Critical Reflection; Developing Reflective Practitioners through Cooperation; The Reflective Speaker Facilitator; The Reflective Understander(s) Facilitator(s); Mentoring in Critical Reflection; Evolutionary Mentoring; The 'relational' in Critical Constructi-on/v-ism; Relational Reflective Teaching; A Mindful Approach to Teacher Reflection; Conclusion; Reflective Teaching in English Language Teaching; Critical Reflection in ELT | |
| 505 | 8 | |a Reflection and Prior Language Learning Experience in ELTTeacher Beliefs; Teacher Personality, Emotions and Values; Teacher Personality; Emotions; Values; Reflection and Language Teacher Education; Reflection and Practice in ELT; Reflection and Teacher Development in ELT; Co-operative Teacher Development in ELT; Researching Reflection in TEFL Contexts; A Glance at the Individual Level; A Glance at the Group Level; Other Studies; Conclusion; Chapter Three; Introduction; My Theoretical Paradigm -- My world view; My Ontological Stance; My Epistemological Stance; My Methodological Perspective | |
| 505 | 8 | |a Research ApproachThe Action Inquiry Research Strategy in the Research; Features of the AI Strategy in the Research; Research Questions; Participants; Data Collection Techniques; Reflective Inquiry Group Meetings; Reflective Journals; My Reflective Journal; Dialogue/Observation Sessions based on Video-Recordings; Online Chats; Holistic Interviews; The Survey: Rationale; Data Analysis; The Process; Two Cycles of Data; My Data; Ethical Issues; Ethical Considerations in the Investigation; Power Differentials: The Dual Relationship; Conclusion; Chapter Four; Introduction; Themes and Sub-themes | |
| 520 | |a The capacity to reflect - individually and with others - is considered valuable in teacher professional development internationally. In the field of Teaching English as a Second or Foreign Language, reflective practice has been deemed to be a precious tool at the pre-service level and in the ongoing development of teachers. Despite the importance of teacher reflection, the field of Teaching English as a Foreign Language in Higher Education has tended to overlook this topic and especially its collaborative and emotional elements. This book proposes a new and practical model for engaging teacher. | ||
| 590 | |a eBooks on EBSCOhost |b EBSCO eBook Subscription Academic Collection - Worldwide | ||
| 590 | |a ProQuest Ebook Central |b Ebook Central Academic Complete | ||
| 650 | 0 | |a English language |x Study and teaching |x Foreign speakers. | |
| 650 | 0 | |a Reflective teaching. | |
| 650 | 6 | |a Anglais (Langue) |x Étude et enseignement |x Allophones. | |
| 650 | 6 | |a Enseignement réflexif. | |
| 650 | 7 | |a Education. |2 bicssc | |
| 650 | 7 | |a Linguistics. |2 bicssc | |
| 650 | 7 | |a Society & social sciences. |2 bicssc | |
| 650 | 7 | |a LANGUAGE ARTS & DISCIPLINES |x General. |2 bisacsh | |
| 650 | 7 | |a English language |x Study and teaching |x Foreign speakers |2 fast | |
| 650 | 7 | |a Reflective teaching |2 fast | |
| 758 | |i has work: |a Reflective Development Through the Care Model (Text) |1 https://id.oclc.org/worldcat/entity/E39PD3V3yfwwyc3DQM8KYbjgXb |4 https://id.oclc.org/worldcat/ontology/hasWork | ||
| 776 | 0 | 8 | |i Print version: |a Christodoulou, Niki. |t Reflective development through the care model. |d Newcastle upon Tyne Cambridge Scholars Publishing, 2016 |z 1443899593 |w (OCoLC)985157439 |
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