000			06813nam a2200565 a 4500
999			_c1384 _d1384
001			001562122
003			OSt
005			20200114183632.0
008			950727s1996 enka b 001 0 eng
010			_a 95037618
020			_a0521497000 (hbk)
020			_a0521497884 (pbk)
035			_a(OCoLC)32968541
035			_a(OrLoB)V6D26605
035	9		_aBHD1796
040			_aDLC _cJCRC _dDLC _dOrLoB-B _dUtOrBLW
050	0	0	_aP53 _b.W66 1996
100	1		_aWoods, Devon
245	1	0	_aTeacher Cognition in Language Teaching : _bBeliefs, Decision-Making, and Classroom Practice / _cDevon Woods.
250			_a1st ed.
260			_aNew York : _bCambridge University Press ; _c1996.
300			_axii, 316 p. : _bill. ; _c24 cm.
440			_aCambridge Applied Linguistics
504			_aIncludes bibliographical references (p. 300-310) and indexes.
505			_a"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.
505			_aThis 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			_aCONTENTS
505			_aSeries Editors' Preface
505			_aThanks
505			_a1. Why study the teacher? _tResearch and language teaching _tThe method debates _tFocus on the learner _tClassroom-centered research _tGaps in our understanding of language teaching: three research questions _tThe structure of language teaching _tTeachers' planning processes _tTeachers' interpretative processes _tParticipant-centred research: focus on participants' understanding of events in context _tConclusion
505			_a2 The study _tSubjects and classes observed _tResearch methodology _tData collection _tData analysis _tValidity and the research methodology _tThe data collection methodology _tValidity and the analysis of the data _t_generalizability of results
505			_a3. An ethno-cognitive model of language teachers' decision-making _tThe ethnographic study of teachers _tA cognitive model for the study of language teachers _tPlans and action _tInterpretation of events: background knowledge and belief systems _tLinguistics, discourse analysis and the study of language in context _tThe concept of coherence and the overall model _tConclusion
505			_a4. The structures of teaching: units and relationships in a course _tA participant-centered view of course structure _tThe interpretation of the learner _tThe interpretation of the teacher _tThe interpretation of the researcher _tTypes of course structure _tChronological (calendar/clock) structure _tConceptual structure _tCharacteristics of the structures _tRelationships among units: sequential and hierarchical _tCourse structure as an evolving dynamic entity: tangled hierarchies and heterarchies _tConclusion
505			_a5. Decision-making in the structuring of a course: a model of the planning processes of teachers _tPlanning and decision-making in the teaching process _tPlanning and decision-making: the range of consciousness of decisions _tPlanning and decision-making: the relationships among decisions _tTeachers' planning: factors in the process _tExternal factors _tInternal factors _tAn elaborated model of planning and decision-making in the teaching process _tConclusion: the model
505			_a6. Procedures and strategies in the planning process _tThe task of the teacher _tInterpretation of course goals _tInterpretation of learners' abilities _tTeachers' procedures and strategies for planning _tOverview _tDescription of procedures and strategies _tFeatures of the decision-making process _tTentativeness of planning _tResources and constraints _tTop-down and bottom-up planning _tImplicit planning: activating experienced structures _tConclusion
505			_a7. An integrated view of teachers' beliefs, assumptions and knowledge _tApproaching language teaching _tAssumptions about language _tAssumptions about language learning _tAssumptions about language teaching _tTeachers' background knowledge and beliefs: the education literature _tTeachers' background knowledge structures _tTeachers' beliefs and implicit theories _tTheoretical issues in the literature: relevance for second language teaching _tBAK: beliefs, assumptions and knowledge _tFeatures of BAK _tThe evolution of BAK _tConclusion
505			_a8. The role of BAK in teachers' interpretative processes _tInterpretation of classroom events _tInterpretation of the curriculum _tInterpretation of a textbook-based curriculum _tInterpretation of theoretical and pedagogical concepts _tBAK and planning _tBAK, teaching and life _tConclusion
505			_a9. Coherence in the teaching process _tThe coherent nature of the cycle within a course _tThe mechanism for change _tTeacher change _tCurricular evolution _tConclusion
505			_a10. The structure and process of teaching in context _tThe structures of teaching _tTheoretical relevance _tRelevance for practice _tTeachers' planning procedures _tTheoretical relevance _tRelevance for practice _tTeachers' interpretative processes _tTheoretical relevance _tRelevance for practice _tCoherence in the teaching process _tCurricular evolution and evaluation _tTeacher change and evaluation _tConclusion: exploration and discovery as a catalyst for change
505			_aReferences
505			_aAuthor Index
505			_aSubject Index
650		0	_aLanguage and languages _xStudy and teaching.
650		0	_aLanguage teachers _xPsychology.
650		0	_aCurriculum planning.
830		0	_aCambridge applied linguistics series.
856			_uhttps://ocul-crl.primo.exlibrisgroup.com/permalink/01OCUL_CRL/ullr0t/alma991001708109705153 _zCheck availability in the Carleton library catalogue.
856			_uhttps://www.goodreads.com/book/show/9811489-teacher-cognition-in-language-teaching _zGoodreads.com.
942			_2z _cBK