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Record Nr. |
UNINA9910821296403321 |
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Autore |
Borg Simon <1965-> |
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Titolo |
Teacher cognition and language education : research and practice |
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Pubbl/distr/stampa |
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London : , : Bloomsbury Academic, , 2015 |
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ISBN |
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1-4725-2695-3 |
1-4742-1998-5 |
1-4725-2504-3 |
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Descrizione fisica |
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1 online resource (377 p.) |
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Collana |
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Bloomsbury classics in linguistics |
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Disciplina |
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Soggetti |
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Curriculum planning |
Language and languages - Study and teaching |
Language teachers - Training of |
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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 and index. |
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Nota di contenuto |
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Introduction -- 1. The Origins of Teacher Cognition Research -- 2. The Cognitions of Pre-service Language Teachers -- 3. The Cognitions of In-service Language Teachers -- 4. Teacher Cognition in Grammar Teaching -- 5. Teacher Cognition in Literacy Instruction -- 6. Self-Report Instruments -- 7. Verbal Commentaries -- 8. Observation -- 9. Reflective Writing -- 10. A Framework for Studying Language Teacher Cognition -- References -- Index. |
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Sommario/riassunto |
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"The study of teacher cognition -- what teachers think, know and believe -- and of its relationship to teachers' classroom practices has become a key theme in the field of language teaching and teacher education. This new in paperback volume provides a timely discussion of the research which now exists on language teacher cognition. The first part of the book considers what is known about the cognitions of pre-service and practicing teachers, and focuses specifically on teachers' cognitions in teaching grammar, reader and writing. The second part of the book evaluates a range of research methods which have been used in the study of language teacher cognition and provides a framework for continuing research in this fascinating field. This comprehensive yet accessible account will be relevant to |
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