Opis

Beyond Training examines the nature of second language teacher development and how teachers practices are influenced by their beliefs and principles. It seeks to move discussion of language teacher development beyond the level of „training,” which reflects a technical view of specific teaching practices. Instead, it takes a more holistic approach to teacher development built on the notion of the teacher as critical and reflective thinker. The argument pursued throughout is that teacher education needs to engage teachers not merely in the mastery of techniques, but in an exploration of the knowledge, beliefs, and attitudes that underly their teaching practices.Seriazobacz inne tytuły z serii Cambridge Language Teaching LibraryAffect in Language Learning, FGCOLOR, #F8EFEA, BGCOLOR, #D29D76, TEXTCOLOR, #000000, STATUS, „)” onMouseOut=”nd();”> Approaches and Methods in Language Teaching, Second Edition, FGCOLOR, #F8EFEA, BGCOLOR, #D29D76, TEXTCOLOR, #000000, STATUS, „)” onMouseOut=”nd();”> Appropriate Methodology and Social Context, FGCOLOR, #F8EFEA, BGCOLOR, #D29D76, TEXTCOLOR, #000000, STATUS, „)” onMouseOut=”nd();”> Beyond Training, FGCOLOR, #F8EFEA, BGCOLOR, #D29D76, TEXTCOLOR, #000000, STATUS, „)” onMouseOut=”nd();”> Classroom Decision-Making, FGCOLOR, #F8EFEA, BGCOLOR, #D29D76, TEXTCOLOR, #000000, STATUS, „)” onMouseOut=”nd();”> Collaborative Action Research for English Language Teachers, FGCOLOR, #F8EFEA, BGCOLOR, #D29D76, TEXTCOLOR, #000000, STATUS, „)” onMouseOut=”nd();”> Communicative Language Teaching, FGCOLOR, #F8EFEA, BGCOLOR, #D29D76, TEXTCOLOR, #000000, STATUS, „)” onMouseOut=”nd();”> Conversation, FGCOLOR, #F8EFEA, BGCOLOR, #D29D76, TEXTCOLOR, #000000, STATUS, „)” onMouseOut=”nd();”> Course Design, FGCOLOR, #F8EFEA, BGCOLOR, #D29D76, TEXTCOLOR, #000000, STATUS, „)” onMouseOut=”nd();”> Culture Bound, FGCOLOR, #F8EFEA, BGCOLOR, #D29D76, TEXTCOLOR, #000000, STATUS, „)” onMouseOut=”nd();”> Developing Reading Skills, FGCOLOR, #F8EFEA, BGCOLOR, #D29D76, TEXTCOLOR, #000000, STATUS, „)” onMouseOut=”nd();”> Developments in English for Specific Purposes, FGCOLOR, #F8EFEA, BGCOLOR, #D29D76, TEXTCOLOR, #000000, STATUS, „)” onMouseOut=”nd();”> Discourse Analysis for Language Teaching, FGCOLOR, #F8EFEA, BGCOLOR, #D29D76, TEXTCOLOR, #000000, STATUS, „)” onMouseOut=”nd();”> Discourse and Language Education, FGCOLOR, #F8EFEA, BGCOLOR, #D29D76, TEXTCOLOR, #000000, STATUS, „)” onMouseOut=”nd();”> Dynamics of the Language Classroom, The, FGCOLOR, #F8EFEA, BGCOLOR, #D29D76, TEXTCOLOR, #000000, STATUS, „)” onMouseOut=”nd();”> English for Academic Purposes, FGCOLOR, #F8EFEA, BGCOLOR, #D29D76, TEXTCOLOR, #000000, STATUS, „)” onMouseOut=”nd();”> English for Specific Purposes, FGCOLOR, #F8EFEA, BGCOLOR, #D29D76, TEXTCOLOR, #000000, STATUS, „)” onMouseOut=”nd();”> Establishing Self-Access, FGCOLOR, #F8EFEA, BGCOLOR, #D29D76, TEXTCOLOR, #000000, STATUS, „)” onMouseOut=”nd();”> Focus on the Language Classroom, FGCOLOR, #F8EFEA, BGCOLOR, #D29D76, TEXTCOLOR, #000000, STATUS, „)” onMouseOut=”nd();”> Foreign and Second Language Learning, FGCOLOR, #F8EFEA, BGCOLOR, #D29D76, TEXTCOLOR, #000000, STATUS, „)” onMouseOut=”nd();”> Group Dynamics in the Language Classroom, FGCOLOR, #F8EFEA, BGCOLOR, #D29D76, TEXTCOLOR, #000000, STATUS, „)” onMouseOut=”nd();”> Interactive Language Teaching, FGCOLOR, #F8EFEA, BGCOLOR, #D29D76, TEXTCOLOR, #000000, STATUS, „)” onMouseOut=”nd();”> Language Learning in Distance Education, FGCOLOR, #F8EFEA, BGCOLOR, #D29D76, TEXTCOLOR, #000000, STATUS, „)” onMouseOut=”nd();”> Language Teacher Supervision, FGCOLOR, #F8EFEA, BGCOLOR, #D29D76, TEXTCOLOR, #000000, STATUS, „)” onMouseOut=”nd();”> Language Teaching Matrix, The, FGCOLOR, #F8EFEA, BGCOLOR, #D29D76, TEXTCOLOR, #000000, STATUS, „)” onMouseOut=”nd();”> Language Test Construction and Evaluation, FGCOLOR, #F8EFEA, BGCOLOR, #D29D76, TEXTCOLOR, #000000, STATUS, „)” onMouseOut=”nd();”> Learners Stories: Difference and Diversity in Language Learning, FGCOLOR, #F8EFEA, BGCOLOR, #D29D76, TEXTCOLOR, #000000, STATUS, „)” onMouseOut=”nd();”> Managing Curricular Innovation, FGCOLOR, #F8EFEA, BGCOLOR, #D29D76, TEXTCOLOR, #000000, STATUS, „)” onMouseOut=”nd();”> Materials Development in Language Teaching, FGCOLOR, #F8EFEA, BGCOLOR, #D29D76, TEXTCOLOR, #000000, STATUS, „)” onMouseOut=”nd();”> Motivational Strategies in the Language Classroom, FGCOLOR, #F8EFEA, BGCOLOR, #D29D76, TEXTCOLOR, #000000, STATUS, „)” onMouseOut=”nd();”> Psychology for Language Teachers, FGCOLOR, #F8EFEA, BGCOLOR, #D29D76, TEXTCOLOR, #000000, STATUS, „)” onMouseOut=”nd();”> Research Methods in Language Learning, FGCOLOR, #F8EFEA, BGCOLOR, #D29D76, TEXTCOLOR, #000000, STATUS, „)” onMouseOut=”nd();”> Rules, Patterns and Words, FGCOLOR, #F8EFEA, BGCOLOR, #D29D76, TEXTCOLOR, #000000, STATUS, „)” onMouseOut=”nd();”> Second Language Teacher Education, FGCOLOR, #F8EFEA, BGCOLOR, #D29D76, TEXTCOLOR, #000000, STATUS, „)” onMouseOut=”nd();”> Society and the Language Classroom, FGCOLOR, #F8EFEA, BGCOLOR, #D29D76, TEXTCOLOR, #000000, STATUS, „)” onMouseOut=”nd();”> Task-Based Language Teaching, FGCOLOR, #F8EFEA, BGCOLOR, #D29D76, TEXTCOLOR, #000000, STATUS, „)” onMouseOut=”nd();”> Teacher Learning in Language Teaching, FGCOLOR, #F8EFEA, BGCOLOR, #D29D76, TEXTCOLOR, #000000, STATUS, „)” onMouseOut=”nd();”> Teaching Languages to Young Learners, FGCOLOR, #F8EFEA, BGCOLOR, #D29D76, TEXTCOLOR, #000000, STATUS, „)” onMouseOut=”nd();”> Teaching the Spoken Language, FGCOLOR, #F8EFEA, BGCOLOR, #D29D76, TEXTCOLOR, #000000, STATUS, „)” onMouseOut=”nd();”> Testing for Language Teachers, FGCOLOR, #F8EFEA, BGCOLOR, #D29D76, TEXTCOLOR, #000000, STATUS, „)” onMouseOut=”nd();”> Understanding Research in Second Language Learning, FGCOLOR, #F8EFEA, BGCOLOR, #D29D76, TEXTCOLOR, #000000, STATUS, „)” onMouseOut=”nd();”> Using Surveys in Language Programs, FGCOLOR, #F8EFEA, BGCOLOR, #D29D76, TEXTCOLOR, #000000, STATUS, „)” onMouseOut=”nd();”> Vocabulary. Description, Acquisition and Pedagogy, FGCOLOR, #F8EFEA, BGCOLOR, #D29D76, TEXTCOLOR, #000000, STATUS, „)” onMouseOut=”nd();”> Vocabulary, Semantics and Language Education, FGCOLOR, #F8EFEA, BGCOLOR, #D29D76, TEXTCOLOR, #000000, STATUS, „)” onMouseOut=”nd();”> Voices from the Language Classroom, FGCOLOR, #F8EFEA, BGCOLOR, #D29D76, TEXTCOLOR, #000000, STATUS, „)” onMouseOut=”nd();”> Teacher Language Awareness, FGCOLOR, #F8EFEA, BGCOLOR, #D29D76, TEXTCOLOR, #000000, STATUS, „)” onMouseOut=”nd();”> The Experience of Language Teaching, FGCOLOR, #F8EFEA, BGCOLOR, #D29D76, TEXTCOLOR, #000000, STATUS, „)” onMouseOut=”nd();”> Listening in the Language Classroom, FGCOLOR, #F8EFEA, BGCOLOR, #D29D76, TEXTCOLOR, #000000, STATUS, „)” onMouseOut=”nd();”> Collaborative Language Learning and Teaching, FGCOLOR, #F8EFEA, BGCOLOR, #D29D76, TEXTCOLOR, #000000, STATUS, „)” onMouseOut=”nd();”> Lessons from Good Language Learners, FGCOLOR, #F8EFEA, BGCOLOR, #D29D76, TEXTCOLOR, #000000, STATUS, „)” onMouseOut=”nd();”> Learner-Centredness as Language Education, FGCOLOR, #F8EFEA, BGCOLOR, #D29D76, TEXTCOLOR, #000000, STATUS, „)” onMouseOut=”nd();”> Values, Philosophies, and Beliefs in TESOL: Making a Statement, FGCOLOR, #F8EFEA, BGCOLOR, #D29D76, TEXTCOLOR, #000000, STATUS, „)” onMouseOut=”nd();”>

Język angielski

przyloty lotnisko gdansk, loty gdańsk poznań, ponaglenie na niezałatwienie sprawy w terminie wzór, polska vat, włochy opłaty za autostrady, oslo skoki 2019

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