Reflective Teaching in Second Language ClassroomsCambridge University Press, 25 mar 1994 - 218 páginas This text introduces techniques for teachers to explore their classroom experiences and for critical reflection on teaching practices. The hardback edition introduces teachers to techniques for exploring their own classroom experiences. Numerous books deal with classroom observation and research, but this is the first to offer a carefully structured approach to self-observation and self-evaluation. Richards and Lockhart aim to develop a reflective approach to teaching, one in which teachers collect data about their own teaching; examine their attitudes, beliefs, and assumptions; and use the information they obtain as a basis for critical reflection on teaching practices. The approach is not linked to a particular method, but rather can be applied to a variety of methodologies and teaching situations. Each chapter includes questions and activities appropriate for group discussion or self-study. |
Índice
Approaches to classroom investigation in teaching | 6 |
Exploring teachers beliefs | 29 |
Focus on the learner | 52 |
Página de créditos | |
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Reflective Teaching in Second Language Classrooms Jack C. Richards,Charles Lockhart Vista previa restringida - 1994 |
Reflective Teaching in Second Language Classrooms Jack C. Richards,Charles Lockhart No hay ninguna vista previa disponible - 1994 |
Términos y frases comunes
action research action zone Allwright answers Appendix appropriate behavior belief systems beliefs about language Chapter classroom interaction classroom management cognitive styles communicative Communicative Language Teaching completing cultural curriculum describe Discussion effective English language ESL students evaluation example feedback focus focusing foreign language give goals grammar grouping arrangements Hong Kong identify individual influence instruction interactive decisions involved journal kinds language acquisition language classrooms language learning language learning strategies language teaching learn English learning activities learning strategies learning style less able students lesson plan lesson report listening little good best Metacognitive strategies monitor pair participation particular patterns peer observation practice problems procedures questionnaire questions reading reflect responses role second language Second Language Acquisition sentence sequence skills specific structure target language teacher development Teacher Education teaching a class teaching and learning TESOL tions Total Physical Response understanding vocabulary whole-class writing