Reflective development through the care model : empowering teachers of English as a foreign language /

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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...

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Detalles Bibliográficos
Clasificación:Libro Electrónico
Autor principal: Christodoulou, Niki (Autor)
Formato: Electrónico eBook
Idioma:Inglés
Publicado: Newcastle upon Tyne : Cambridge Scholars Publishing, 2016.
Temas:
English language > Study and teaching > Foreign speakers.
Reflective teaching.
Anglais (Langue) > Étude et enseignement > Allophones.
Enseignement réflexif.
Education.
Linguistics.
Society & social sciences.
LANGUAGE ARTS & DISCIPLINES > General.
English language > Study and teaching > Foreign speakers
Reflective teaching
Acceso en línea:Texto completo
Tabla de Contenidos:
  • 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
  • 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
  • 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
  • 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
  • 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

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