Transforming Language Teaching and Learning: Three International Teacher Education Studies. Rethinking Education

Autor/in	Farren, Patrick
Titel	Transforming Language Teaching and Learning: Three International Teacher Education Studies. Rethinking Education
Quelle	(2018), (461 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-3-0343-1718-4
Schlagwörter	International Education; Teacher Education; Cross Cultural Studies; Student Teachers; Moral Values; Teacher Attitudes; Teacher Educators; Student Teacher Attitudes; Learning Theories; Teaching Methods; Transformative Learning; Secondary School Teachers; Higher Education; High School Students; Foreign Countries; Educational Change; Second Language Learning; Second Language Instruction; United Kingdom (England); Ireland; Massachusetts (Boston) + Suchen Sie Ihr Suchwort? Internationale Erziehung; Lehrerausbildung; Lehrerbildung; Cultural comparison; Kulturvergleich; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Moral value; Ethischer Wert; Lehrerverhalten; Teacher education; Education; Learning theory; Lerntheorie; Teaching method; Lehrmethode; Unterrichtsmethode; Pädagogische Transformation; Hochschulbildung; Hochschulsystem; Hochschulwesen; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Ausland; Bildungsreform; Zweitsprachenerwerb; Fremdsprachenunterricht; Irland
Abstract	This book examines the beliefs and attitudes of teacher educators, teachers and student-teachers about the impact of language teaching and learning. It draws on three research-based studies carried out by the author in collaboration with colleagues at the National University of Ireland, Galway, King's College London and the Lynch School of Education, Boston College. The volume begins with a clear outline of various approaches to research-based practice and a scholarly consideration of language acquisition and learning theories, before embarking on a journey across three countries that reflects on partnerships and dialogue. The focus of each study is the ongoing interaction between participants and the data is drawn from semi-structured interviews, focus group discussions, surveys and classroom observations, as well as referencing the work of student-teachers. As the studies unfold, "transformative language pedagogy" is seen to enhance the social-psychological model of autonomous language teaching and learning by offering it a critical and moral-philosophical underpinning. The book offers valuable insights into language teaching and learning and, importantly, into the intersection between teaching, learning and being in the world. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01