Coverart for item
The Resource Educating second language teachers : the same things done differently, Donald Freeman

Educating second language teachers : the same things done differently, Donald Freeman

Label
Educating second language teachers : the same things done differently
Title
Educating second language teachers
Title remainder
the same things done differently
Statement of responsibility
Donald Freeman
Creator
Author
Subject
Language
eng
Member of
Cataloging source
AU@
http://library.link/vocab/creatorName
Freeman, Donald
Index
index present
Literary form
non fiction
Nature of contents
bibliography
Series statement
Oxford applied linguistics
http://library.link/vocab/subjectName
  • Language teachers
  • English language
  • English language
  • Language teachers
Label
Educating second language teachers : the same things done differently, Donald Freeman
Instantiates
Publication
Bibliography note
Includes bibliographical references and index
Carrier category
volume
Carrier category code
  • nc
Carrier MARC source
rdacarrier
Content category
text
Content type code
  • txt
Content type MARC source
rdacontent
Contents
  • Machine generated contents note: pt. ONE How people use what they know to do what they do in the language classroom -- Introduction to Part One -- 1.Teaching (language) teaching -- The chapter argument -- Prescriptive proposals and descriptive understandings -- Teaching teaching: pronominal and nominal views -- The isomorphic relationship -- Social facts and thought collectives -- The chapter argument revisited -- 2.The central challenges in second language teacher education -- The chapter argument -- The first challenge: language in the world and language in the classroom -- The language classroom -- as microcosm or on ramp -- How classrooms make language content -- The second challenge: how classrooms (re)define language teaching -- Language classrooms and teachers' technical cultures -- The third challenge: how people learn to teach languages -- Language teaching identity -- The chapter argument revisited -- pt. TWO Learning to be a language teacher --
  • Note continued: Introduction to Part Two -- 3.How people become language teachers: defining background knowledge -- The chapter argument -- Two views of background knowledge -- The `born expertise' position -- The `made over time' position -- ELT programs and the notion of `born expertise' -- Two theorizations of teacher learning -- The chapter argument revisited -- 4.Disciplinary transmission in second language teacher education -- The chapter argument -- Setting the terms -- disciplinary hybrids -- Disciplinary communities and their vernaculars -- Putting the terms in circulation: a tale of two conferences -- The chapter argument revisited -- 5.Learning-in-place: situating content and professional learning in language teacher education -- The chapter argument -- The dilemma of language as situated content -- The dilemma of situated learning in teacher preparation -- Pedagogical simplification -- The chapter argument revisited --
  • Note continued: 6.Socio-cultural views: understanding sense making and what travels in learning to teach languages -- The chapter argument -- Sense making -- How actions become meaningful and activity works as a system -- What travels -- Equipment, tools, and activity -- Levels of contradiction -- The chapter argument revisited -- pt. THREE Core processes of second language teacher education -- Introduction to Part Three -- 7.How teacher thinking got to be part of language teaching -- The chapter argument -- Generation zero: thinking as behaving -- The first generation: thinking methodologically -- The second generation: thinking synthetically -- The third generation: thinking heuristically -- The chapter argument revisited -- 8.Four representations of teacher thinking -- The chapter argument -- Horizontal connections (within educational research) -- Idea 1 Decisions and decision-making -- Idea 2 teachers' thought processes --
  • Note continued: Vertical connections (in language teaching) -- Idea 3 An ethno-cognitive model of teachers' decision-making -- Idea 4 Language teacher cognition(s) -- The chapter argument revisited -- 9.Knowledge generations in language teaching -- The chapter argument -- The first generation -- defining what -- The second generation -- defining how -- The third generation -- defining who and where -- The fourth generation -- defining why -- The chapter argument revisited -- 10.Knowledge-geographies: a socio-professional view of what is worth knowing in ELT -- The chapter argument -- The structural map: a geography of institutions -- The implementational map: a geography of practices -- The human map: a geography of participation -- The chapter argument revisited -- 11.Reflecting: thinking and knowing in teaching situations -- The chapter argument -- (Re)conceptualizing reflection: situations of practice and action-present -- Implementing reflection --
  • Note continued: Reflection-as-repair -- Reflection in situations of practice and action-present -- The chapter argument revisited -- pt. FOUR A design theory -- Introduction to Part Four -- 12.A design theory -- Part one: social facts and communities -- The chapter argument -- The same things done differently -- A teacher education design theory (Part one) -- Tools and opportunities -- Social facts -- Local and professional languages -- Communities -- The chapter argument revisited -- 13.A design theory -- Part two: renaming experience to reconstruct practice -- The chapter argument -- A teacher education design theory (Part two) -- Two forms of community -- Articulation -- Explanation -- Why call this theory a design theory? -- Appendix A -- Using the theory in language teacher education activities -- An ongoing example: the language-learning biography -- Using tools to create social facts: an ongoing example --
  • Note continued: Pathways to content: converting time into social experience -- Discussion -- Appendix B -- Using the theory in language teacher education programs -- At the level of activity -- At the level of a module or course -- Summarizing design ideas -- Appendix C -- Thoughts on assessment -- Analyses -- Summary
Control code
951068725
Dimensions
24 cm
Extent
xxi, 290 pages
Isbn
9780194427562
Media category
unmediated
Media MARC source
rdamedia
Media type code
  • n
Other control number
60002096165
System control number
(OCoLC)951068725
Label
Educating second language teachers : the same things done differently, Donald Freeman
Publication
Bibliography note
Includes bibliographical references and index
Carrier category
volume
Carrier category code
  • nc
Carrier MARC source
rdacarrier
Content category
text
Content type code
  • txt
Content type MARC source
rdacontent
Contents
  • Machine generated contents note: pt. ONE How people use what they know to do what they do in the language classroom -- Introduction to Part One -- 1.Teaching (language) teaching -- The chapter argument -- Prescriptive proposals and descriptive understandings -- Teaching teaching: pronominal and nominal views -- The isomorphic relationship -- Social facts and thought collectives -- The chapter argument revisited -- 2.The central challenges in second language teacher education -- The chapter argument -- The first challenge: language in the world and language in the classroom -- The language classroom -- as microcosm or on ramp -- How classrooms make language content -- The second challenge: how classrooms (re)define language teaching -- Language classrooms and teachers' technical cultures -- The third challenge: how people learn to teach languages -- Language teaching identity -- The chapter argument revisited -- pt. TWO Learning to be a language teacher --
  • Note continued: Introduction to Part Two -- 3.How people become language teachers: defining background knowledge -- The chapter argument -- Two views of background knowledge -- The `born expertise' position -- The `made over time' position -- ELT programs and the notion of `born expertise' -- Two theorizations of teacher learning -- The chapter argument revisited -- 4.Disciplinary transmission in second language teacher education -- The chapter argument -- Setting the terms -- disciplinary hybrids -- Disciplinary communities and their vernaculars -- Putting the terms in circulation: a tale of two conferences -- The chapter argument revisited -- 5.Learning-in-place: situating content and professional learning in language teacher education -- The chapter argument -- The dilemma of language as situated content -- The dilemma of situated learning in teacher preparation -- Pedagogical simplification -- The chapter argument revisited --
  • Note continued: 6.Socio-cultural views: understanding sense making and what travels in learning to teach languages -- The chapter argument -- Sense making -- How actions become meaningful and activity works as a system -- What travels -- Equipment, tools, and activity -- Levels of contradiction -- The chapter argument revisited -- pt. THREE Core processes of second language teacher education -- Introduction to Part Three -- 7.How teacher thinking got to be part of language teaching -- The chapter argument -- Generation zero: thinking as behaving -- The first generation: thinking methodologically -- The second generation: thinking synthetically -- The third generation: thinking heuristically -- The chapter argument revisited -- 8.Four representations of teacher thinking -- The chapter argument -- Horizontal connections (within educational research) -- Idea 1 Decisions and decision-making -- Idea 2 teachers' thought processes --
  • Note continued: Vertical connections (in language teaching) -- Idea 3 An ethno-cognitive model of teachers' decision-making -- Idea 4 Language teacher cognition(s) -- The chapter argument revisited -- 9.Knowledge generations in language teaching -- The chapter argument -- The first generation -- defining what -- The second generation -- defining how -- The third generation -- defining who and where -- The fourth generation -- defining why -- The chapter argument revisited -- 10.Knowledge-geographies: a socio-professional view of what is worth knowing in ELT -- The chapter argument -- The structural map: a geography of institutions -- The implementational map: a geography of practices -- The human map: a geography of participation -- The chapter argument revisited -- 11.Reflecting: thinking and knowing in teaching situations -- The chapter argument -- (Re)conceptualizing reflection: situations of practice and action-present -- Implementing reflection --
  • Note continued: Reflection-as-repair -- Reflection in situations of practice and action-present -- The chapter argument revisited -- pt. FOUR A design theory -- Introduction to Part Four -- 12.A design theory -- Part one: social facts and communities -- The chapter argument -- The same things done differently -- A teacher education design theory (Part one) -- Tools and opportunities -- Social facts -- Local and professional languages -- Communities -- The chapter argument revisited -- 13.A design theory -- Part two: renaming experience to reconstruct practice -- The chapter argument -- A teacher education design theory (Part two) -- Two forms of community -- Articulation -- Explanation -- Why call this theory a design theory? -- Appendix A -- Using the theory in language teacher education activities -- An ongoing example: the language-learning biography -- Using tools to create social facts: an ongoing example --
  • Note continued: Pathways to content: converting time into social experience -- Discussion -- Appendix B -- Using the theory in language teacher education programs -- At the level of activity -- At the level of a module or course -- Summarizing design ideas -- Appendix C -- Thoughts on assessment -- Analyses -- Summary
Control code
951068725
Dimensions
24 cm
Extent
xxi, 290 pages
Isbn
9780194427562
Media category
unmediated
Media MARC source
rdamedia
Media type code
  • n
Other control number
60002096165
System control number
(OCoLC)951068725

Library Locations

    • Ladd LibraryBorrow it
      48 Campus Ave, Lewiston, ME, 04240, US
      44.105245 -70.203443
Processing Feedback ...