دانلود کتاب Language Teacher Educator Identity

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Cover
Title page
Copyright page
Language Teacher Educator Identity
Contents
1 Who Are Language Teacher Educators?
1.1 The Aim and Organization of This Element
1.2 Who Are Language Teacher Educators?
1.3 Definitions of Language Teacher Educators
2 Teacher Educators Reflecting on Their Identity
2.1 Background to the Study
2.1.1 Ana
2.1.2 Juan
2.1.3 Eduardo
2.1.4 Alex
2.1.5 Diego
2.1.6 Jenny
2.1.7 Yvonne
3 What Do Language Teacher Educators Do?
3.1 Becoming a Language Teacher Educator
3.2 Doing Language Teacher Educator Work
3.2.1 LTE Pedagogy Must Be Located
3.2.2 LTE Pedagogy Must Recognize Who the Teacher Is and Who the
Teacher Wishes to Become
3.2.3 LTE Pedagogy Must Be Intentional and Goal-Directed: These
Intentions and Goals Must Be Made Explicit
3.2.4 LTE Pedagogy Must Create Opportunities to Externalize Everyday Concepts While Internalizing Relevant Academic Concepts Through
Authentic, Goal-Directed Activities of Teaching
3.2.5 LTE Pedagogy Must Contain Structured Mediational Spaces Where Teachers are Encouraged to Play/Step Into Being and Becoming
a Teacher
3.2.6 LTE Pedagogy Must Involve Expert Mediation That Is Responsive
to Teachers’ Immediate and Future Needs
3.2.7 LTE Pedagogy Must Have a Self-Inquiry Dimension, Involving Teacher Educators and Teachers Working Together or By Themselves, In Which They Seek to Trace Teacher Professional Development As It
Unfolds Over Time and Place
3.2.8 LTE Pedagogy Must Demonstrate a Relationship of Influence Between Teacher Professional Development (As a Result of LTE Pedagogies) and
Student Learning
3.3 The Identity Work of Language Teacher Educators
3.3.1 LTE Pedagogy
3.3.2 LTE Research and Scholarship
3.3.3 Institutional Service and Leadership
3.3.4 Community Service and Leadership
4 Further Professional Development of Language Teacher Educators
4.1 Teacher Educators’ Reasons for Continuing Professional
Development
4.1.1 Juan
4.1.2 Yvonne
4.1.3 Eduardo
4.1.4 Alex
4.1.5 Diego
4.1.7 Jenny
4.2 Interconnected Identity-Related Professional
Developments
5 Future Research on Language Teacher Educator Identity
5.1 Beginning Language Teacher Educators
5.2 Defining Language Teacher Educators
5.3 Being Language Teacher Educators
5.3.1 Pedagogy
5.3.2 Research
5.3.3 Institutional Service and Leadership
5.3.4 Community Service and Leadership
5.4 Conclusion
6 References
Acknowledgements