LEADER 01301nam2 22002891i 450 001 UON00345656 005 20231205104318.187 100 $a20091117d1954 |0itac50 ba 101 $arum 102 $aRO 105 $a|||| 1|||| 200 1 $aProza$fDelavrancea$geditie ingrijita, prefata si bibliografie de Aurel Martin 210 $aBucuresti$cEditura de Stat pentru Literatura si Arta$d1954 215 $a408 p.$ctav.$d20 cm. 311 $aVol. 1.$9UON00345653 461 0$1001UON00345653$12001 $aOpere$fDelavrancea$geditie ingrijita, prefata si bibliografie de Aurel Martin$1210 $aBucuresti$cEditura de Stat pentru Literatura si Arta$d1954$1215 $a2 v.$ctav.$d20 cm.$vVol. 1. 620 $aRO$dBucure?ti$3UONL000071 676 $a859$cLetteratura romena e letterature ladine$v21 700 1$aDELAVRANCEA$bBarbu$3UONV185683$0634795 702 1$aMARTIN$bAurel$3UONV185091 712 $aEditura de Stat Pentru Literatura si Arta$3UONV275432$4650 801 $aIT$bSOL$c20240220$gRICA 899 $aSIBA - SISTEMA BIBLIOTECARIO DI ATENEO$2UONSI 912 $aUON00345656 950 $aSIBA - SISTEMA BIBLIOTECARIO DI ATENEO$dSI FONDO ONCIULESCU A 1721/1 $eSI MR 43952 5 1721/1 996 $aProza$91183406 997 $aUNIOR LEADER 05479nam 22006011 450 001 9910968304003321 005 20200514202323.0 010 $a9781474294430 010 $a147429443X 010 $a9781474294416 010 $a1474294413 010 $a9781474294423 010 $a1474294421 024 7 $a10.5040/9781474294430 035 $a(CKB)3710000001141114 035 $a(MiAaPQ)EBC4835133 035 $a(MiAaPQ)EBC6163610 035 $a(OCoLC)981125829 035 $a(UtOrBLW)bpp09260686 035 $a(UtOrBLW)BP9781474294430BC 035 $a(Perlego)808790 035 $a(EXLCZ)993710000001141114 100 $a20170524d2017 uy 0 101 0 $aeng 135 $aurcnu|||||||| 181 $2rdacontent 182 $2rdamedia 183 $2rdacarrier 200 00$aInitial English language teacher education $einternational perspectives on research, curriculum and practice /$fedited by Dari?o Luis Banegas 210 1$aLondon ;$aNew York :$cBloomsbury Academic,$d2017. 215 $a1 online resource (232 pages) $cillustrations, tables 311 08$a9781350090828 311 08$a1350090824 311 08$a9781474294409 311 08$a1474294405 320 $aIncludes bibliographical references and index. 327 $aList of Figures and Tables -- Notes on Contributors -- List of Abbreviations and Acronyms -- Introduction, Dari?o Luis Banegas (University of Warwick, UK) -- 1. Pre-service and Novice Teachers' Perceptions on Second Language Teacher Education, Mariel Amez and Elsa Dobboletta (Institute of Higher Education "Olga Cossettini", Argentina) -- 2. Enhancing Student Engagement with Academic Learning in EFL Pre-Service Teacher Education Courses, Chunmei Yan (Central China Normal University, China) -- 3. Empowering Beginning English Language Teachers in Literacy Pedagogical Practices, Donna Lim, Linda Mary Hanington and Willy A. Renandya (National Institute of Education, Nanyang Technological University, Singapore) -- 4. Strengthening the Link between University Curricula and English Language Student-Teacher Preparedness, Alice Kiai (Catholic University of Eastern Africa, Kenya) and Angelina Nduku Kioko (United States International University -Africa, Kenya) -- 5. Supporting Post-Observation Feedback in the EFL Teaching Practicum, Georgina Ma -- (University of the Witwatersrand, South Africa & UniServices, New Zealand) -- 6. TechnologyMediated Initial Teacher Education, Gabriel Di?az Maggioli -- (National Administration of Public Education, Uruguay) -- 7. Exploring Student-Teachers' Professional Identity Development through Discourse in an Online Language Teacher Education Programme, Graciela Ine?s Manzur and Cecilia Zemborain (Institute of Higher Education in Modern Languages "Juan Ramo?n Ferna?ndez", Argentina) -- 8. Self-Regulation and Language Teacher Training in Colombia, Liliana Cuesta Medina, Carl Edlund Anderson and Jermaine S. McDougald (University of La Sabana, Colombia) -- 9. English Language Teaching and Reflection in Higher Education, Agusti?n Reyes Torres (University of Valencia, Spain) -- 10. Critical Awareness in Language Teacher Development, Claudia Saraceni (University of Bedfordshire, UK) -- 11. Emancipating EFL Student-Teachers through Audiovisual Identity Texts, Luis S. Villacan?as de Castro (University of Valencia, Spain) -- 12. Globalization, Superdiversity, Language Learning and Teacher Education in Brazil, Fernanda Coelho Liberali -- (Pontific Catholic University of Sa?o Paulo, Brazil) -- Conclusion, Dari?o Luis Banegas -- (University of Warwick, UK) -- Index 330 $a"Trainees' voices, beliefs and experiences as learners, shaped by the tension and dialogue between internal and external theories of teaching and learning, inevitably penetrate the Initial English Language Teacher Education (IELTE) curriculum. Scrutinising these beliefs and experiences, Initial English Language Teacher Education provides readers with vivid and informed accounts of IELTE from around the world. Approaching IELTE from a sociocultural perspective, the authors analyse future teachers' trajectories and educational histories in order to understand their experiences as learners, unpack internal beliefs, and problematise the relationships between such beliefs with theories and research in the field. Exploring accounts from a number of under-researched contexts, Initial English Language Teacher Education investigates and analyses perspectives from Argentina, Brazil, China, Colombia, Kenya, Romania, Singapore, South Africa, Spain and Uruguay. Through the eyes of future teachers, the chapters address issues such as: trainee motivation, tensions between theory and practice, role of feedback, teacher development and identity, critical pedagogies, online teacher education and intercultural awareness."--$cProvided by publisher. 606 $aEnglish language$xStudy and teaching$xForeign speakers$vCross-cultural studies 606 $aEnglish teachers$xTraining of$vCross-cultural studies 606 $2Education 615 0$aEnglish language$xStudy and teaching$xForeign speakers 615 0$aEnglish teachers$xTraining of 676 $a428.0071 686 $aEDU000000$aEDU046000$2bisacsh 702 $aBanegas$b Dari?o Luis 801 0$bUtOrBLW 801 1$bUtOrBLW 801 2$bUkLoBP 906 $aBOOK 912 $a9910968304003321 996 $aInitial English language teacher education$94479618 997 $aUNINA