| 000 -LEADER |
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| fixed length control field |
06580cam a2200637 a 4500 |
| 001 - CONTROL NUMBER |
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| control field |
2654665 |
| 003 - CONTROL NUMBER IDENTIFIER |
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| control field |
CaMWOCL |
| 005 - DATE AND TIME OF LATEST TRANSACTION |
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| control field |
20190731151820.0 |
| 008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION |
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| fixed length control field |
010125s2001 enka b 001 0 eng |
| 010 ## - LIBRARY OF CONGRESS CONTROL NUMBER |
|---|
| LC control number |
2001025089 |
| 015 ## - NATIONAL BIBLIOGRAPHY NUMBER |
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| National bibliography number |
GBA1-Y2490 |
| 020 ## - INTERNATIONAL STANDARD BOOK NUMBER |
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| International Standard Book Number |
0521593131 |
| 020 ## - INTERNATIONAL STANDARD BOOK NUMBER |
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| International Standard Book Number |
0521596890 (pbk) |
| 020 ## - INTERNATIONAL STANDARD BOOK NUMBER |
|---|
| International Standard Book Number |
9780521596893 (pbk) |
| 035 ## - SYSTEM CONTROL NUMBER |
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| System control number |
ocm45879886 |
| 040 ## - CATALOGING SOURCE |
|---|
| Original cataloging agency |
DLC |
| Language of cataloging |
eng |
| Transcribing agency |
DLC |
| Modifying agency |
UKM |
| -- |
C#P |
| -- |
AEU |
| -- |
JCRC |
| 043 ## - GEOGRAPHIC AREA CODE |
|---|
| Geographic area code |
e-uk--- |
| 050 00 - LIBRARY OF CONGRESS CALL NUMBER |
|---|
| Classification number |
PE1128.A2 |
| Item number |
J34 2001 |
| 082 00 - DEWEY DECIMAL CLASSIFICATION NUMBER |
|---|
| Classification number |
428/.0071 |
| Edition number |
21 |
| 090 ## - LOCALLY ASSIGNED LC-TYPE CALL NUMBER (OCLC); LOCAL CALL NUMBER (RLIN) |
|---|
| Classification number (OCLC) (R) ; Classification number, CALL (RLIN) (NR) |
PE 1128 A2 J34 2001 |
| Local cutter number (OCLC) ; Book number/undivided call number, CALL (RLIN) |
AEU |
| 100 1# - MAIN ENTRY--PERSONAL NAME |
|---|
| Personal name |
James, Peter |
| Dates associated with a name |
1954- |
| 245 10 - TITLE STATEMENT |
|---|
| Title |
Teachers in Action : |
| Remainder of title |
Tasks for in-service language teacher education and development / |
| Statement of responsibility, etc. |
Peter James. |
| 260 ## - PUBLICATION, DISTRIBUTION, ETC. |
|---|
| Place of publication, distribution, etc. |
New York : |
| Name of publisher, distributor, etc. |
Cambridge University Press, |
| Date of publication, distribution, etc. |
2001. |
| 300 ## - PHYSICAL DESCRIPTION |
|---|
| Extent |
xi, 299 p. : |
| Other physical details |
ill. ; |
| Dimensions |
24 cm. |
| 440 ## - SERIES STATEMENT/ADDED ENTRY--TITLE |
|---|
| Title |
Cambridge teacher training and development |
| 504 ## - BIBLIOGRAPHY, ETC. NOTE |
|---|
| Bibliography, etc. note |
Includes bibliographical references (p. 289-292) and index. |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
"This book provides an accessible introduction to action research for language teachers, by encouraging teachers to adopt a research attitude to their practice and development. It bridges the gap between theoretical and practical teacher training. |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Teachers in Action presents a flexible framework to help teachers investigate those topics that are relevant to their own professional development. The materials are specifically designed to help teachers develop their skills, knowledge and attitudes so that they can become more effective teachers. |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
This versatile resource book contains a comprehensive range of tasks presented in photocopiable worksheet format which are suitable for many different in-service teacher education and development programmes." (Book Cover) |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
CONTENTS |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Thanks |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Acknowledgements |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Introduction<br/> |
| Title |
Who this book is for<br/> |
| -- |
General aims of Teachers in Action<br/> |
| -- |
Effective in-service teacher education: background issues<br/> |
| -- |
Specific aims of Teachers in Action<br/> |
| -- |
How this book is organised<br/> |
| -- |
Investigating<br/> |
| -- |
The tasks<br/> |
| -- |
The worksheets<br/> |
| -- |
General suggestions<br/> |
| -- |
Further reading |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
1. Exploring teachers' knowledge<br/> |
| Title |
Introduction<br/> |
| -- |
1.1 Getting to know each other: What do we expect from the training programme?<br/> |
| -- |
1.2. How do I learn? How can we learn together?<br/> |
| -- |
1.3 Investigating: an overview<br/> |
| -- |
1.4 'It's quite obvious the gardener's a teacher': exploring teachers' metaphors<br/> |
| -- |
1.5 Mapping the whole: developing conceptual frameworks for educating, teaching and learning<br/> |
| -- |
1.6 Why teach English? Reflecting on the goals of educating, teaching and learning in the language classroom<br/> |
| -- |
1.7 Are we speaking the same language? Understanding general terms related to educating, teaching and learning<br/> |
| -- |
1.8 Reflecting on the nature of change in education: What helps us to change?<br/> |
| -- |
1.9 Innovation in our schools: How can we help to promote it? |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
2. Identifying topics to investigate<br/> |
| Title |
Introduction<br/> |
| -- |
2.1 Examining critical incidents<br/> |
| -- |
2.2 Effective educating, teaching and learning in the language classroom (1): What are our priorities?<br/> |
| -- |
2.3 Effective educating, teaching and learning in the language classroom (2): What are my priorities?<br/> |
| -- |
2.4 Our current professional practice: strengths, weaknesses, opportunities and benefits<br/> |
| -- |
2.5 My best lesson / teaching idea<br/> |
| -- |
2.6 General reading survey: a class library, bibliography and open forum<br/> |
| -- |
2.7 Keeping a classroom diary<br/> |
| -- |
2.8 Our experience of the training programme: discussion based on diaries<br/> |
| -- |
2.9 'We can do it!' Self-esteem, us and our learners |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
3. Exploring a topic<br/> |
| Title |
Introduction<br/> |
| -- |
3.1 Why, why, why? Examining our assumptions and beliefs about a topic<br/> |
| -- |
3.2 What do we understand by the topic 'x'? (What? Why? Who? etc.)<br/> |
| -- |
3.3 What do we already do in school or class regarding the topic 'x'? (Find someone who...)<br/> |
| -- |
3.4 Do we agree that...?<br/> |
| -- |
3.5 Writing about a topic: organising, developing and clarifying my ideas<br/> |
| -- |
3.6 Workshop: experiencing teaching ideas as learners<br/> |
| -- |
3.7 Understanding key terms related to a topic<br/> |
| -- |
3.8 Targeted reading: key extracts<br/> |
| -- |
3.9 Debate: understanding the wider implications of a topic |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
4. Investigating in class<br/> |
| Title |
Introduction<br/> |
| -- |
4.1 The benefits of investigating in class: teachers' perspectives<br/> |
| -- |
4.2 Which data collection method?<br/> |
| -- |
4.3 Our learners in action: using photographs of learners<br/> |
| -- |
4.4 Consulting our learners (1): using a simple questionnaire<br/> |
| -- |
4.5 Consulting our learners (2): What did you learn today?<br/> |
| -- |
4.6 Talking about real people: writing a learner profile<br/> |
| -- |
4.7 Informal interview with a learner<br/> |
| -- |
4.8 Experimenting in class |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
5. Evaluating learning<br/> |
| Title |
Introduction<br/> |
| -- |
5.1 Has this task helped me/us to learn?<br/> |
| -- |
5.2 Which learning strategies are helping us?<br/> |
| -- |
5.3 What I/we most like about our training programme is...<br/> |
| -- |
5.4 Making sense: reviewing and finding connections<br/> |
| -- |
5.5 Applying our learning: looking back and looking ahead<br/> |
| -- |
5.6 Teacher portfolios<br/> |
| -- |
5.7 Sharing our learning (1): giving informal presentations<br/> |
| -- |
5.8 Sharing our learning (2): joining forces in the wider educational community |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
6. Resources for the trainer<br/> |
| Title |
Introduction<br/> |
| -- |
List of resources for the trainer<br/> |
| -- |
Sections 6.1-6.39 |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Worksheets<br/> |
| Title |
List of worksheets<br/> |
| -- |
Worksheets 1-52 |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Bibliography |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Index |
| 521 ## - TARGET AUDIENCE NOTE |
|---|
| Target audience note |
Teachers in Action will be of particular interest to teacher trainers in countries which are undergoing educational reform, or where teacher training is being given special priority by the Government and Ministry of Education. |
| 650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM |
|---|
| Topical term or geographic name entry element |
English language |
| General subdivision |
Study and teaching |
| -- |
Foreign speakers. |
| 650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM |
|---|
| Topical term or geographic name entry element |
Language and languages |
| General subdivision |
Study and teaching (Primary) |
| Geographic subdivision |
Great Britain. |
| 650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM |
|---|
| Topical term or geographic name entry element |
Language and languages |
| General subdivision |
Study and teaching (Secondary) |
| Geographic subdivision |
Great Britain. |
| 650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM |
|---|
| Topical term or geographic name entry element |
English language |
| General subdivision |
Study and teaching |
| Geographic subdivision |
Great Britain. |
| 650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM |
|---|
| Topical term or geographic name entry element |
Language teachers |
| General subdivision |
In-service training. |
| 650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM |
|---|
| Topical term or geographic name entry element |
English teachers |
| General subdivision |
In-service training. |
| 650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM |
|---|
| Topical term or geographic name entry element |
Language teachers |
| General subdivision |
Training of. |
| 650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM |
|---|
| Topical term or geographic name entry element |
English teachers |
| General subdivision |
Training of. |
| 650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM |
|---|
| Topical term or geographic name entry element |
Second language acquisition. |
| 830 #0 - SERIES ADDED ENTRY--UNIFORM TITLE |
|---|
| Uniform title |
Cambridge teacher training and development. |
| 856 ## - ELECTRONIC LOCATION AND ACCESS |
|---|
| Uniform Resource Identifier |
<a href="https://www.cambridge.org/bz/cambridgeenglish/catalog/teacher-training-development-and-research/courses-teachers/teachers-action/teachers-action-tasks-service-language-teacher-education-and-development-paperback">https://www.cambridge.org/bz/cambridgeenglish/catalog/teacher-training-development-and-research/courses-teachers/teachers-action/teachers-action-tasks-service-language-teacher-education-and-development-paperback</a> |
| Public note |
Publisher's Website. |
| 942 ## - ADDED ENTRY ELEMENTS (KOHA) |
|---|
| Source of classification or shelving scheme |
|
| Koha item type |
Livres |
