By Jack C. Richards
ISBN-10: 0521613833
ISBN-13: 9780521613835
ISBN-10: 052184911X
ISBN-13: 9780521849111
This much-needed textual content offers a coherent and strategic method of instructor improvement instructor improvement for Language lecturers examines ten assorted methods for facilitating expert improvement in language educating: self-monitoring, aid teams, magazine writing, school room commentary, educating portfolios, research of serious incidents, case research, peer training, workforce instructing, and motion learn. The introductory bankruptcy presents a conceptual framework. All chapters comprise functional examples and mirrored image inquiries to aid readers practice the method of their personal educating context.
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Extra resources for Professional Development for Language Teachers: Strategies for Teacher Learning
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207) gives some sensible advice concerning audiotaping lessons: check the level of background noise first, use more than one recorder for group activities, and, if the teacher plans to transcribe a lesson, anticipate about 3 to 4 hours of time to transcribe 1 hour of class time. REVIEWING THE RECORDING In most cases, it will be sufficient simply to listen to the recording of the lesson as many times as necessary. In some cases, it may also be useful to make a written transcript of the lesson. This could be a literal word-by-word account 44 Professional development for language teachers of the lesson, or it could be in note form, depending on the purpose.
1995). Developing professional knowledge within a clientcentered orientation. In Guskey & Huberman, pp. 227–252. Freeman, D. (1982). Observing teachers: Three approaches to in-service training and development. TESOL Quarterly, 16(1), pp. 21–28. , & Richards, J. C. ). (1996). Teacher learning in language teaching. New York: Cambridge University Press. , & Law, S. (1996). Managing professional development in education. London: Kogan Page. Green, G. (2002). Training and development. Oxford: Capstone Publishing.
As a result, several minutes were wasted while I did this in class. Next time I’ll be better prepared! A couple of the students were not very interested in or informed about the topic (which I have no control over) and, therefore, were less participatory, but I’m not sure how to make it more interesting for them. Randall Wolansky Reflection r What do you think are the characteristics of effective group work? r What do you think could be done about the students who were less interested in the topic?
Professional Development for Language Teachers: Strategies for Teacher Learning by Jack C. Richards
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