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050	0	0	_aPE1128.A2 _bJ34 2001
082	0	0	_a428/.0071 _221
090			_aPE 1128 A2 J34 2001 _bAEU
100	1		_aJames, Peter _d1954-
245	1	0	_aTeachers in Action : _bTasks for in-service language teacher education and development / _cPeter James.
260			_aNew York : _bCambridge University Press, _c2001.
300			_axi, 299 p. : _bill. ; _c24 cm.
440			_aCambridge teacher training and development
504			_aIncludes bibliographical references (p. 289-292) and index.
505			_a"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			_aTeachers 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			_aThis 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			_aCONTENTS
505			_aThanks
505			_aAcknowledgements
505			_aIntroduction _tWho this book is for _tGeneral aims of Teachers in Action _tEffective in-service teacher education: background issues _tSpecific aims of Teachers in Action _tHow this book is organised _tInvestigating _tThe tasks _tThe worksheets _tGeneral suggestions _tFurther reading
505			_a1. Exploring teachers' knowledge _tIntroduction _t1.1 Getting to know each other: What do we expect from the training programme? _t1.2. How do I learn? How can we learn together? _t1.3 Investigating: an overview _t1.4 'It's quite obvious the gardener's a teacher': exploring teachers' metaphors _t1.5 Mapping the whole: developing conceptual frameworks for educating, teaching and learning _t1.6 Why teach English? Reflecting on the goals of educating, teaching and learning in the language classroom _t1.7 Are we speaking the same language? Understanding general terms related to educating, teaching and learning _t1.8 Reflecting on the nature of change in education: What helps us to change? _t1.9 Innovation in our schools: How can we help to promote it?
505			_a2. Identifying topics to investigate _tIntroduction _t2.1 Examining critical incidents _t2.2 Effective educating, teaching and learning in the language classroom (1): What are our priorities? _t2.3 Effective educating, teaching and learning in the language classroom (2): What are my priorities? _t2.4 Our current professional practice: strengths, weaknesses, opportunities and benefits _t2.5 My best lesson / teaching idea _t2.6 General reading survey: a class library, bibliography and open forum _t2.7 Keeping a classroom diary _t2.8 Our experience of the training programme: discussion based on diaries _t2.9 'We can do it!' Self-esteem, us and our learners
505			_a3. Exploring a topic _tIntroduction _t3.1 Why, why, why? Examining our assumptions and beliefs about a topic _t3.2 What do we understand by the topic 'x'? (What? Why? Who? etc.) _t3.3 What do we already do in school or class regarding the topic 'x'? (Find someone who...) _t3.4 Do we agree that...? _t3.5 Writing about a topic: organising, developing and clarifying my ideas _t3.6 Workshop: experiencing teaching ideas as learners _t3.7 Understanding key terms related to a topic _t3.8 Targeted reading: key extracts _t3.9 Debate: understanding the wider implications of a topic
505			_a4. Investigating in class _tIntroduction _t4.1 The benefits of investigating in class: teachers' perspectives _t4.2 Which data collection method? _t4.3 Our learners in action: using photographs of learners _t4.4 Consulting our learners (1): using a simple questionnaire _t4.5 Consulting our learners (2): What did you learn today? _t4.6 Talking about real people: writing a learner profile _t4.7 Informal interview with a learner _t4.8 Experimenting in class
505			_a5. Evaluating learning _tIntroduction _t5.1 Has this task helped me/us to learn? _t5.2 Which learning strategies are helping us? _t5.3 What I/we most like about our training programme is... _t5.4 Making sense: reviewing and finding connections _t5.5 Applying our learning: looking back and looking ahead _t5.6 Teacher portfolios _t5.7 Sharing our learning (1): giving informal presentations _t5.8 Sharing our learning (2): joining forces in the wider educational community
505			_a6. Resources for the trainer _tIntroduction _tList of resources for the trainer _tSections 6.1-6.39
505			_aWorksheets _tList of worksheets _tWorksheets 1-52
505			_aBibliography
505			_aIndex
521			_aTeachers 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	_aEnglish language _xStudy and teaching _xForeign speakers.
650		0	_aLanguage and languages _xStudy and teaching (Primary) _zGreat Britain.
650		0	_aLanguage and languages _xStudy and teaching (Secondary) _zGreat Britain.
650		0	_aEnglish language _xStudy and teaching _zGreat Britain.
650		0	_aLanguage teachers _xIn-service training.
650		0	_aEnglish teachers _xIn-service training.
650		0	_aLanguage teachers _xTraining of.
650		0	_aEnglish teachers _xTraining of.
650		0	_aSecond language acquisition.
830		0	_aCambridge teacher training and development.
856			_uhttps://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 _zPublisher's Website.
942			_2z _cBK