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06813nam a2200565 a 4500 |
| 001 - CONTROL NUMBER |
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001562122 |
| 003 - CONTROL NUMBER IDENTIFIER |
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OSt |
| 005 - DATE AND TIME OF LATEST TRANSACTION |
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20200114183632.0 |
| 008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION |
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| fixed length control field |
950727s1996 enka b 001 0 eng |
| 010 ## - LIBRARY OF CONGRESS CONTROL NUMBER |
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| LC control number |
95037618 |
| 020 ## - INTERNATIONAL STANDARD BOOK NUMBER |
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| International Standard Book Number |
0521497000 (hbk) |
| 020 ## - INTERNATIONAL STANDARD BOOK NUMBER |
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| International Standard Book Number |
0521497884 (pbk) |
| 035 ## - SYSTEM CONTROL NUMBER |
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| System control number |
(OCoLC)32968541 |
| 035 ## - SYSTEM CONTROL NUMBER |
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| System control number |
(OrLoB)V6D26605 |
| 035 9# - SYSTEM CONTROL NUMBER |
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| System control number |
BHD1796 |
| 040 ## - CATALOGING SOURCE |
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| Original cataloging agency |
DLC |
| Transcribing agency |
JCRC |
| Modifying agency |
DLC |
| -- |
OrLoB-B |
| -- |
UtOrBLW |
| 050 00 - LIBRARY OF CONGRESS CALL NUMBER |
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| Classification number |
P53 |
| Item number |
.W66 1996 |
| 100 1# - MAIN ENTRY--PERSONAL NAME |
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| Personal name |
Woods, Devon |
| 245 10 - TITLE STATEMENT |
|---|
| Title |
Teacher Cognition in Language Teaching : |
| Remainder of title |
Beliefs, Decision-Making, and Classroom Practice / |
| Statement of responsibility, etc. |
Devon Woods. |
| 250 ## - EDITION STATEMENT |
|---|
| Edition statement |
1st ed. |
| 260 ## - PUBLICATION, DISTRIBUTION, ETC. |
|---|
| Place of publication, distribution, etc. |
New York : |
| Name of publisher, distributor, etc. |
Cambridge University Press ; |
| Date of publication, distribution, etc. |
1996. |
| 300 ## - PHYSICAL DESCRIPTION |
|---|
| Extent |
xii, 316 p. : |
| Other physical details |
ill. ; |
| Dimensions |
24 cm. |
| 440 ## - SERIES STATEMENT/ADDED ENTRY--TITLE |
|---|
| Title |
Cambridge Applied Linguistics |
| 504 ## - BIBLIOGRAPHY, ETC. NOTE |
|---|
| Bibliography, etc. note |
Includes bibliographical references (p. 300-310) and indexes. |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
"This book is an examination of how and what teachers think in their practice of language teaching. Based on a case study of university level ESL teachers in Canada, it looks at the planning practices of teachers, both in preparation for the classroom and during the moment-to-moment decision-making that occurs in the classroom. It also looks at how teachers interpret and evaluate the events, activities and interactions that occur in the teaching process, and how these interpretations and evaluations feed back into subsequent planning. It examines the structure of teachers' beliefs, assumptions and background knowledge and elaborates on the role that these play in the decision-making process.<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
This book is an important contribution to the emerging perspective in education which views the development of teacher expertise not as the mastery of behaviours, but as the active involvement of teachers in constructing a personal and workable theory of teaching, and the learning/teaching experience as an interactive, dynamic process." (Book Cover) |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
CONTENTS |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Series Editors' Preface<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Thanks<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
1. Why study the teacher?<br/> |
| Title |
Research and language teaching<br/> |
| -- |
The method debates<br/> |
| -- |
Focus on the learner<br/> |
| -- |
Classroom-centered research<br/> |
| -- |
Gaps in our understanding of language teaching: three research questions<br/> |
| -- |
The structure of language teaching<br/> |
| -- |
Teachers' planning processes<br/> |
| -- |
Teachers' interpretative processes<br/> |
| -- |
Participant-centred research: focus on participants' understanding of events in context<br/> |
| -- |
Conclusion<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
2 The study<br/> |
| Title |
Subjects and classes observed<br/> |
| -- |
Research methodology<br/> |
| -- |
Data collection<br/> |
| -- |
Data analysis<br/> |
| -- |
Validity and the research methodology<br/> |
| -- |
The data collection methodology<br/> |
| -- |
Validity and the analysis of the data<br/> |
| -- |
_generalizability of results |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
3. An ethno-cognitive model of language teachers' decision-making<br/> |
| Title |
The ethnographic study of teachers<br/> |
| -- |
A cognitive model for the study of language teachers<br/> |
| -- |
Plans and action<br/> |
| -- |
Interpretation of events: background knowledge and belief systems<br/> |
| -- |
Linguistics, discourse analysis and the study of language in context<br/> |
| -- |
The concept of coherence and the overall model<br/> |
| -- |
Conclusion |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
4. The structures of teaching: units and relationships in a course<br/> |
| Title |
A participant-centered view of course structure<br/> |
| -- |
The interpretation of the learner<br/> |
| -- |
The interpretation of the teacher<br/> |
| -- |
The interpretation of the researcher<br/> |
| -- |
Types of course structure<br/> |
| -- |
Chronological (calendar/clock) structure<br/> |
| -- |
Conceptual structure |
| -- |
Characteristics of the structures<br/> |
| -- |
Relationships among units: sequential and hierarchical<br/> |
| -- |
Course structure as an evolving dynamic entity: tangled hierarchies and heterarchies<br/> |
| -- |
Conclusion<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
5. Decision-making in the structuring of a course: a model of the planning processes of teachers<br/> |
| Title |
Planning and decision-making in the teaching process<br/> |
| -- |
Planning and decision-making: the range of consciousness of decisions<br/> |
| -- |
Planning and decision-making: the relationships among decisions<br/> |
| -- |
Teachers' planning: factors in the process<br/> |
| -- |
External factors<br/> |
| -- |
Internal factors |
| -- |
An elaborated model of planning and decision-making in the teaching process<br/> |
| -- |
Conclusion: the model |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
6. Procedures and strategies in the planning process<br/> |
| Title |
The task of the teacher<br/> |
| -- |
Interpretation of course goals<br/> |
| -- |
Interpretation of learners' abilities<br/> |
| -- |
Teachers' procedures and strategies for planning<br/> |
| -- |
Overview<br/> |
| -- |
Description of procedures and strategies<br/> |
| -- |
Features of the decision-making process<br/> |
| -- |
Tentativeness of planning<br/> |
| -- |
Resources and constraints<br/> |
| -- |
Top-down and bottom-up planning<br/> |
| -- |
Implicit planning: activating experienced structures<br/> |
| -- |
Conclusion |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
7. An integrated view of teachers' beliefs, assumptions and knowledge<br/> |
| Title |
Approaching language teaching<br/> |
| -- |
Assumptions about language<br/> |
| -- |
Assumptions about language learning<br/> |
| -- |
Assumptions about language teaching<br/> |
| -- |
Teachers' background knowledge and beliefs: the education literature<br/> |
| -- |
Teachers' background knowledge structures<br/> |
| -- |
Teachers' beliefs and implicit theories |
| -- |
Theoretical issues in the literature: relevance for second language teaching<br/> |
| -- |
BAK: beliefs, assumptions and knowledge |
| -- |
Features of BAK<br/> |
| -- |
The evolution of BAK<br/> |
| -- |
Conclusion<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
8. The role of BAK in teachers' interpretative processes<br/> |
| Title |
Interpretation of classroom events<br/> |
| -- |
Interpretation of the curriculum<br/> |
| -- |
Interpretation of a textbook-based curriculum<br/> |
| -- |
Interpretation of theoretical and pedagogical concepts<br/> |
| -- |
BAK and planning<br/> |
| -- |
BAK, teaching and life<br/> |
| -- |
Conclusion |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
9. Coherence in the teaching process<br/> |
| Title |
The coherent nature of the cycle within a course<br/> |
| -- |
The mechanism for change<br/> |
| -- |
Teacher change<br/> |
| -- |
Curricular evolution<br/> |
| -- |
Conclusion |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
10. The structure and process of teaching in context<br/> |
| Title |
The structures of teaching<br/> |
| -- |
Theoretical relevance<br/> |
| -- |
Relevance for practice<br/> |
| -- |
Teachers' planning procedures<br/> |
| -- |
Theoretical relevance |
| -- |
Relevance for practice<br/> |
| -- |
Teachers' interpretative processes<br/> |
| -- |
Theoretical relevance<br/> |
| -- |
Relevance for practice<br/> |
| -- |
Coherence in the teaching process |
| -- |
Curricular evolution and evaluation<br/> |
| -- |
Teacher change and evaluation<br/> |
| -- |
Conclusion: exploration and discovery as a catalyst for change |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
References |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Author Index<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Subject Index |
| 650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM |
|---|
| Topical term or geographic name entry element |
Language and languages |
| General subdivision |
Study and teaching. |
| 650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM |
|---|
| Topical term or geographic name entry element |
Language teachers |
| General subdivision |
Psychology. |
| 650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM |
|---|
| Topical term or geographic name entry element |
Curriculum planning. |
| 830 #0 - SERIES ADDED ENTRY--UNIFORM TITLE |
|---|
| Uniform title |
Cambridge applied linguistics series. |
| 856 ## - ELECTRONIC LOCATION AND ACCESS |
|---|
| Uniform Resource Identifier |
<a href="https://ocul-crl.primo.exlibrisgroup.com/permalink/01OCUL_CRL/ullr0t/alma991001708109705153">https://ocul-crl.primo.exlibrisgroup.com/permalink/01OCUL_CRL/ullr0t/alma991001708109705153</a> |
| Public note |
Check availability in the Carleton library catalogue. |
| 856 ## - ELECTRONIC LOCATION AND ACCESS |
|---|
| Uniform Resource Identifier |
<a href="https://www.goodreads.com/book/show/9811489-teacher-cognition-in-language-teaching">https://www.goodreads.com/book/show/9811489-teacher-cognition-in-language-teaching</a> |
| Public note |
Goodreads.com. |
| 942 ## - ADDED ENTRY ELEMENTS (KOHA) |
|---|
| Source of classification or shelving scheme |
|
| Koha item type |
Livres |
