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1. |
Record Nr. |
UNINA9910778906403321 |
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Autore |
Nagatomo Diane Hawley |
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Titolo |
Exploring Japanese University English Teachers' Professional Identity / / Diane Hawley Nagatomo |
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Pubbl/distr/stampa |
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Blue Ridge Summit, PA : , : Multilingual Matters, , [2012] |
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©2012 |
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ISBN |
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1-280-12092-4 |
9786613524782 |
1-84769-648-1 |
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Descrizione fisica |
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1 online resource (229 p.) |
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Collana |
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New Perspectives on Language and Education |
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Disciplina |
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Soggetti |
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English language -- Study and teaching -- Japan |
English language -- Study and teaching -- Japanese speakers |
English teachers -- In-service training -- Japan |
English teachers -- Japan |
English teachers -- Training of -- Japan |
English language - Study and teaching - Japan |
English language - Study and teaching - Japanese speakers - Japan |
English teachers - In-service training - Japan |
English teachers - Training of - Japan |
English teachers |
English |
Languages & Literatures |
English Language |
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Lingua di pubblicazione |
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Formato |
Materiale a stampa |
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Livello bibliografico |
Monografia |
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Note generali |
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Description based upon print version of record. |
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Nota di contenuto |
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Frontmatter -- Contents -- Acknowledgments -- Foreword -- 1. Introduction -- 2. The Japanese Context -- 3. Knowledge, Beliefs and Identity -- 4. The Participants and the Data Collection -- 5. Developing Professional Identity -- 6. It’s a Man’s World -- 7. Teaching is What I ‘Do’, Not Who I Am -- 8. Conclusion -- References -- Name Index -- Subject Index |
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Sommario/riassunto |
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This book contributes to the growing field of EFL teacher identity, which is now recognized to influence numerous aspects of classroom teaching and of student learning. It focuses on an under-researched, and yet highly influential group of teachers that shape English language education in Japan: Japanese university English teachers. In three interrelated narrative studies, it examines how four relatively new teachers develop professional identity as they become members of the community of practice of university English teachers; how gender impacts the professional identity of seven female professors ranging in age from their early 30s to their 60s; and how one teacher’s teaching practices and beliefs reflect her personal and professional identity. |
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2. |
Record Nr. |
UNINA9910784644603321 |
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Autore |
Cameron David W |
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Titolo |
Bones, stones, and molecules [[electronic resource] ] : "out of Africa" and human origins / / David W. Cameron and Colin P. Groves |
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Pubbl/distr/stampa |
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Burlington, MA, : Elsevier Academic Press, c2004 |
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ISBN |
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1-281-05328-7 |
9786611053284 |
0-08-048841-2 |
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Descrizione fisica |
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1 online resource (415 p.) |
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Altri autori (Persone) |
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Disciplina |
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Soggetti |
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Paleoanthropology |
Human evolution |
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Lingua di pubblicazione |
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Formato |
Materiale a stampa |
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Livello bibliografico |
Monografia |
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Note generali |
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Description based upon print version of record. |
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Nota di bibliografia |
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Includes bibliographical references (p. 345-394) and index. |
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Nota di contenuto |
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Introduction -- Evolution of the Miocene great apes -- Later Miocene and Pliocene hominids -- Our kind of hominins -- A systematic scheme for the Pliocene and Early Pleistocene hominids -- The first African exodus : the emergence of early homo in Europe and Asia -- Human evolution in the Middle Pleistocene -- "The grisly folk" : the emergence of the Neanderthals -- The second African exodus : the |
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emergence of modern humans -- The emergence of modern humans in Asia and in Australia -- Epilogue. |
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Sommario/riassunto |
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Bones, Stones and Molecules provides some of the best evidence for resolving the debate between the two hypotheses of human origins. The debate between the 'Out of Africa' model and the 'Multiregional' hypothesis is examined through the functional and developmental processes associated with the evolution of the human skull and face and focuses on the significance of the Australian record. The book analyzes important new discoveries that have occurred recently and examines evidence that is not available elsewhere. Cameron and Groves argue that the existing evidence supports a recent origin f |
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