Teacher development in action: an empirically-based model of promoting conceptual change in in-service language teachers in Slovakia

Teacher development in action: an empirically-based model of promoting conceptual change in in-service language teachers in Slovakia

This longitudinal mixed methods study concerns the professional development of eight non-native English as a foreign language (EFL) teachers in Slovakia. Raising awareness of the teacher's role in creating conducive learning environments has not traditionally been part of the aims of EFL teache...

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Bibliographic Details
Main Author: Kubanyiova, Magdalena
Format: Thesis (University of Nottingham only)
Language:English
Published: 2007
Subjects:
language teacher development
in-service teachers
non-native English speaking teachers (NNESTs)
teacher training
teacher education
teaching English as a foreign language
second language motivation
group dynamics
motivating classroom environment
instructional environment
learning engagement
conceptual change
teacher cognition
teacher beliefs
possible selves
Ideal Language Teacher Self
integrated model of Language Teacher Conceptual Change (LTCC)
mixed methods research design
classroom-based research
Slovakia
Online Access:https://eprints.nottingham.ac.uk/10387/

Internet

https://eprints.nottingham.ac.uk/10387/

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