Literaturnachweis - Detailanzeige
Autor/in | Al-Issa, Ali S. M. |
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Titel | The Implications of the Teacher Educator's Ideological Role for the English Language Teaching System in Oman |
Quelle | In: Teaching Education, 16 (2005) 4, S.337-348 (12 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1047-6210 |
Schlagwörter | Socialization; Foreign Countries; Teacher Attitudes; Teacher Educators; Teaching Methods; Preservice Teacher Education; Role Models; Role Perception; Teacher Role; English (Second Language); Interviews; Content Analysis; Knowledge Base for Teaching; Best Practices; Oman Socialisation; Sozialisation; Ausland; Lehrerverhalten; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Teaching method; Lehrmethode; Unterrichtsmethode; Lehramtsstudiengang; Identifikationsfigur; Role conception; Rollenverständnis; Lehrerrolle; English as second language; English; Second Language; Englisch als Zweitsprache; Interviewing; Interviewtechnik; Inhaltsanalyse; Teaching theory; Theory of teaching; Unterrichtstheorie |
Abstract | Teacher trainers/educators (the two terms will be used interchangeably) at the pre-service level are important agents and influential raw models for their trainee teachers. They can contribute positively to the student teacher's socialization process via the progressive training modes they adopt, the informed decisions they make, the critical reflection and analytical thinking abilities they demonstrate, and the epistemic power and experience they possess and exhibit. In rigidly centralized and hegemonic educational systems, like Oman for instance, educators should be in a position to equip their prospective teachers with theoretical and practical tools to help them become efficient agents of change. (As Provided). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2017/4/10 |