Del i serien Global Research on Teaching and Learning English

Teacher Education and Professional Development in TESOL

Global Perspectives

Häftad, Engelska, 2016

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At the forefront of research on English language teacher education and professional development, this volume presents new empirical research situated in different contexts around the world, including Canada, Denmark, Israel, Japan, Korea, Qatar, Sudan, and the U.S. It is framed by the volume editors’ insightful overview and analyses of previous and ongoing work in a variety of related domains and an epilogue by David Nunan. The chapter studies are organized around three themes: teacher identity in ESL/EFL teacher education and professional development programs, second language teacher education programs for diverse contexts, and professional development for diverse contexts. All chapters focus on the applied nature of the research and include a section on implications. To provide balance and a range of views, the volume includes both chapters reporting on empirical research funded by TIRF grant recipients and several from invited authors who are senior scholars in the field. This is the third volume in the Global Research on Teaching and Learning English Series, co-published by Routledge and TIRF.

Produktinformation

Utgivningsdatum2016-02-22
Mått152 x 229 x 22 mm
Vikt444 g
FormatHäftad
SpråkEngelska
SerieGlobal Research on Teaching and Learning English
Antal sidor304
FörlagTaylor & Francis Ltd
ISBN9781138190139

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JoAnn (Jodi) Crandall is Professor Emerita of Education at the University of Maryland, Baltimore County, USA. She is a past president of TESOL International, WATESOL, and AAAL, and a founding and current member of the TIRF Board of Trustees.MaryAnn Christison is Professor, Department of Linguistics/Urban Institute for Teacher Education at the University of Utah, USA. She is a member of the TIRF Board of Trustees and a past president of TESOL International Association.

CONTENTSForeword – Kathleen M. BaileyPreface JoAnn (Jodi) Crandall and MaryAnn ChristisonPart I. An Introduction to Teacher Education and Professional Development in TESOL Chapter 1 An Overview of Research in English Language Teacher Education and Professional Development – JoAnn (Jodi) Crandall and MaryAnn ChristisonPart II: Teacher Identity in Second Language Teacher Education and Professional Development Programs Chapter 2 Teacher Education and the Development of Teacher IdentityAymen ElsheikhChapter 3ESOL Teacher Candidates’ Emotions and Identity Development Bedrettin Yazan Megan Madigan PeercyChapter 4 Academic English Learners’ Attitudes Towards Native and Non-Native English-speaking TeachersLucie MoussuPart III: Second Language Teacher Education for Diverse ContextsChapter 5 Diversity within TESOL Teacher Education ProgramsAli Fuad SelviMegan Madigan PeercyChapter 6 Key Considerations in Language Teacher Education Programs Designed to Prepare Multilingual Teachers for Multilingual Classrooms Farahnaz FaezChapter 7 Multiple Perspectives on Language Proficiency Development of Non-native English-speaking Teacher Candidates in Canada and Israel Ofra Inbar-Lourie Antoinette GagnéChapter 8 Teacher Language Awareness Among Pre-service K-12 Educators of English Language Learners Kristen LindahlPART IV. Professional Development Programs for Diverse Contexts Chapter 9 Building a Sustainable International Professional Community Through Online TESOL Professional Development Joan Kang Shin Chapter 10 Crossing Contexts for Teacher Learning: Adult ESL Teachers in Kindergarten Patsy VinogradovChapter 11Foreign Language Anxiety and Japanese Elementary-School Teachers’ Characteristics Tomohisa MachidaPart V: Preparing Teachers for English Medium Instruction (EMI)Chapter 12 Korean Professors’ Pedagogical Efforts and Professional Development Needs in English-Medium Instruction Jaehan Park Faridah PawanChapter 13Creating a Professional Development Program to Support Faculty in an English Medium University of Science and Technology MaryAnn Christison Zuzana TomašKristen E. Hiller Adrian S. PalmerChapter 14 Content Teachers Engaged in English Medium Instruction in DenmarkJoyce KlingChapter 15Translanguaging for Teacher Development in Qatari Middle School Science ClassroomsZohreh R. EslamiDudley ReynoldsSunni L. Sonneburg-WinklerJoAnn (Jodi) CrandallPart VI. Epilogue Chapter 16 Epilogue David Nunan