Isbn: 9781847695253 - theory and practice in efl teacher education: bridging the gap (new perspectives on language and education, 22, band 22) (8 Ergebnisse)

Hardcover. Zustand: Very Good. Theory and Practice in EFL Teacher Education: Bridging the Gap (New Perspectives on Language and Education): 22 This book is in very good condition and will be shipped within 24 hours of ordering. The cover may have some limited signs of wear but the pages are clean, intact and the spine remains undamaged. This book has clearly been well maintained and looked after thus far. Money back guarantee if you are not satisfied. See all our books here, order more than 1 book and get discounted shipping. …

Hardcover. Zustand: Very Good. Shipped within 24 hours from our UK warehouse. Clean, undamaged book with no damage to pages and minimal wear to the cover. Spine still tight, in very good condition. Remember if you are not happy, you are covered by our 100% money back guarantee.

Zustand: New. This is a Brand-new US Edition. This Item may be shipped from US or any other country as we have multiple locations worldwide.

Zustand: New. pp. 280.

Zustand: New. In English.

Hardcover. Zustand: Brand New. 256 pages. 8.25x6.25x0.75 inches. In Stock.

Zustand: New. This book brings together research by experts in the field of language teacher education from a variety of contexts, with a particular focus on EFL. It addresses the dynamic relationship between theory and practice in language teacher education by consideri.

Buch. Zustand: Neu. Neuware - This volume addresses the complex issues surrounding language teacher education, especially in EFL, and the development of professionalism in this field. By applying such concepts as Shulman's 'pedagogical content knowledge', the development of teachers' knowledge base is investigated in a variety of settings, thus underpinning the contextual nature of teacher learning. The vital role of critical reflection at all stages of teacher development is shown to be an integral part of language teachers' knowledge constructions in areas such as pedagogical grammar, assessment and testing. The contributions shed light also on the perception and development of teacher expertise. This volume sets out to bridge the gap between theory and practice, and in so doing shows that these constructs are far from monolithic. Rather, both theory and practice are created and developed dynamically in close interrelation.…