Teacher Development in Action [electronic resource] : Understanding Language Teachers' Conceptual Change /
Kubanyiova, M.author.
Teacher Development in Action offers a rich account of language teachers' engagement with the latest research in second language motivation on a year-long teacher development project. It offers an in-depth analysis of how language teachers mobilize (or not) their vast inner resources when they make sense of new material, and sheds light on why language classrooms do not always become acquisition-rich and motivating environments, even when teachers show great interest in new ideas and find them highly relevant to their practice. Drawing on a grounded theory ethnographic study of EFL teachers in Slovakia, this book, now in paperback, breaks new theoretical ground in the language teacher cognition domain and weaves together findings from field notes, classroom observations and interviews into an integrated model of Language Teacher Conceptual Change (LTCC). The new insights into the complex and dynamic nature of teacher development constitute an original contribution to the field of applied linguistics and have significant implications for second language teacher education and development.
Description based upon print version of record.
Cover; Contents; List of Figures; List of Tables; List of Boxed Text; Prologue; Acknowledgements; 1 Introduction; 1.1 Why a book on failure?; 1.2 Aims of the book and who it is for; 1.3 On theories, paradigms and epistemologies; 1.4 How to read this book; 2 Teacher Change Research: a Critical Overview; 2.1 What constitutes teacher change; 2.2 Challenges in researching teacher change; 2.3 Studying change in the language teacher cognition domain; 2.4 Summary; 3 Theories of Learning and Change in Psychology; 3.1 Attitude change; 3.2 Conceptual change; 3.3 Possible selves theory; 3.4 Summary
4 Pulling it Together: an Integrated Model of Language Teacher Conceptual Change4.1 Introduction to LTCC; 4.2 The key features of LTCC; 4.3 The process of language teacher conceptual change; 4.4 Summary; 5 The Study of Language Teachers' Conceptual Change: Grounded Theory Ethnography; 5.1 Teaching and learning foreign languages in Slovakia: a brief sketch of the territory; 5.2 The eight EFL teachers; 5.3 The researcher; 5.4 Research design and data collection methods; 5.5 Data analysis; 5.6 Summary
6 It's Not What They Know, It's Who They See: Ideal Selves as Central Cognitions in Conceptual Change6.1 Motivation to teach; 6.2 Motivation to join the project; 6.3 Emerging connection between motivation and ideal selves; 6.4 LTCC: 'Nice-but-not-for-me' route; 6.5 Summary; 7 Emotional Dissonance: Essential but Insufficient Catalyst for Conceptual Change; 7.1 Teacher development as an emotionally charged process; 7.2 LTCC: 'Couldn't-agree-more' route; 7.3 When dissonance does not lead to conceptual change; 7.4 Summary
8 When Change Threatens the Teachers' Sense of Self: Emotional Battles in Balancing Ideal, Ought-to and Feared Selves8.1 Ought-to Language Teacher Selves; 8.2 LTCC: 'Nice-but-too-scary' route; 8.3 Summary; 9 It's not as Simple as It Sounds: Teacher Change as a Multifaceted, Situated, Emerging and Dynamic Process; 9.1 Monika's developmental U-turns and reconnecting with her ideal self; 9.2 Traces of 'I've-got-to-teach-differently' route in Erika's development; 9.3 Summary; 10 Conclusion: New Metaphors for Researching and Educating for Teacher Change
10.1 Complexity theory as a constructive metaphor for ecological language teacher cognition research10.2 Creating conditions for conceptual change: if you want to walk on water ...; Epilogue; References; Author Index; Subject Index
Includes bibliographical references and indexes.
Teacher Development in Action offers a rich account of language teachers' engagement with the latest research in second language motivation on a year-long teacher development project. It offers an in-depth analysis of how language teachers mobilize (or not) their vast inner resources when they make sense of new material, and sheds light on why language classrooms do not always become acquisition-rich and motivating environments, even when teachers show great interest in new ideas and find them highly relevant to their practice. Drawing on a grounded theory ethnographic study of EFL teachers in Slovakia, this book, now in paperback, breaks new theoretical ground in the language teacher cognition domain and weaves together findings from field notes, classroom observations and interviews into an integrated model of Language Teacher Conceptual Change (LTCC). The new insights into the complex and dynamic nature of teacher development constitute an original contribution to the field of applied linguistics and have significant implications for second language teacher education and development.
Language and languages-Study and teaching.
Linguistics.
Teaching.
Literacy.
Language Teaching.
Linguistics, general.
Teaching and Teacher Education.
Literacy.