| 000 | 03902nam a22004573i 4500 | ||
|---|---|---|---|
| 001 | EBC1794540 | ||
| 003 | MiAaPQ | ||
| 005 | 20240729123100.0 | ||
| 006 | m o d | | ||
| 007 | cr cnu|||||||| | ||
| 008 | 240724s2015 xx o ||||0 eng d | ||
| 020 |
_a9781472511614 _q(electronic bk.) |
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| 020 | _z9781472509949 | ||
| 035 | _a(MiAaPQ)EBC1794540 | ||
| 035 | _a(Au-PeEL)EBL1794540 | ||
| 035 | _a(CaPaEBR)ebr10940978 | ||
| 035 | _a(CaONFJC)MIL646744 | ||
| 035 | _a(OCoLC)892045466 | ||
| 040 |
_aMiAaPQ _beng _erda _epn _cMiAaPQ _dMiAaPQ |
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| 050 | 4 | _aP53.63 -- .T43 2015eb | |
| 082 | 0 | _a418.0071 | |
| 100 | 1 | _aHoward, Amanda. | |
| 245 | 1 | 0 | _aTeacher Evaluation in Second Language Education. |
| 250 | _a1st ed. | ||
| 264 | 1 |
_aLondon : _bBloomsbury Publishing Plc, _c2015. |
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| 264 | 4 | _c©2014. | |
| 300 | _a1 online resource (233 pages) | ||
| 336 |
_atext _btxt _2rdacontent |
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| 337 |
_acomputer _bc _2rdamedia |
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| 338 |
_aonline resource _bcr _2rdacarrier |
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| 505 | 0 | _aCover -- Contents -- Acknowledgements -- Transcription Conventions -- Notes on Contributors -- Introduction -- PART ONE Key Approaches -- 1 Reflective Dimensions of CPD: Supporting Self-Evaluation and Peer Evaluation -- 2 Mentoring for Teacher Evaluation and Development -- 3 Observing for Feedback: A Counselling Perspective -- PART TWO Tools for Investigation and Collaboration -- 4 From Bit to Whole: Reframing Feedback Dialogue through Critical Incidents -- 5 Artefacts in Scaffolding the Construction of Teaching Knowledge -- 6 A System for Teacher Evaluation -- PART THREE Focus on Discourse -- 7 Differences between Supervisors' Espoused Feedback Styles and Their Discourse in Post-Observation Meetings -- 8 Evaluative Talk in Feedback Conferences -- 9 Student Teacher Placements: A Critical Commentary -- PART four Participant Responses -- 10 Evaluating Experienced Teachers -- 11 Reflective Peer Observation Accounts: What Do They Reveal? -- 12 Giving Voice to Participants in Second Language Education Evaluation -- Index. | |
| 520 | _aEffective language learning depends on effective instruction. In order to investigate whether or not this is taking place, teachers' classroom pedagogical practices, both in-service and pre-service, are frequently monitored by means of observation and feedback. However, research indicates that although this process has potential value for teacher learning and development, there are also a number of attendant problems and it is therefore important that practitioners share their experience with others in the field in order to expand the existing knowledge base. This volume investigates participant experiences, looking beyond the materials used and examining the way in which language teachers are evaluated and supported throughout their careers. Particular attention is given to the practices and frameworks involved, outlining key approaches and discussing tools for investigation and collaboration. The book highlights the importance of the use of talk to foster reflection and teacher learning, the value of learning from experienced others and the importance of giving voice to all those involved in the process of development and evaluation. | ||
| 588 | _aDescription based on publisher supplied metadata and other sources. | ||
| 590 | _aElectronic reproduction. Ann Arbor, Michigan : ProQuest Ebook Central, 2024. Available via World Wide Web. Access may be limited to ProQuest Ebook Central affiliated libraries. | ||
| 650 | 0 | _aLANGUAGE ARTS & DISCIPLINES / Linguistics / General. | |
| 655 | 4 | _aElectronic books. | |
| 700 | 1 | _aDonaghue, Helen. | |
| 776 | 0 | 8 |
_iPrint version: _aHoward, Amanda _tTeacher Evaluation in Second Language Education _dLondon : Bloomsbury Publishing Plc,c2015 _z9781472509949 |
| 797 | 2 | _aProQuest (Firm) | |
| 856 | 4 | 0 |
_uhttps://ebookcentral.proquest.com/lib/orpp/detail.action?docID=1794540 _zClick to View |
| 999 |
_c41243 _d41243 |
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