کتاب Language Teacher Education for a Global Society : A Modular Model for Knowing, Analyzing, Recognizing, Doing, and Seeing

کتاب Language Teacher Education for a Global Society به بحث در مورد شیوه های آموزش مدرس زبان می پردازد که شامل چندین واحد (module) می شود که عبارتند از: آگاهی (knowing) که درباره شیوه فراگیری دانش حرفه ای و شخصی، آنالیز (analyzing) که دربردارنده تحلیل نیازها، انگیزه و استقلال یادگیرنده، شناخت (recognizing) که شامل آگاهی در حوزه هویت، اعتقادات، و ارزش های مدرس، عمل (doing) که دربردارنده آموزش، تئوری و ارائه می باشد و در مرحله آخر مبحث مشاهده (seeing) یا مرور که به بررسی دیدگاه یادگیرنده، مدرس و مشاهده گر می پردازد.

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کتاب Language Teacher Education for a Global Society : A Modular Model for Knowing, Analyzing, Recognizing, Doing, and Seeing

کتاب Language Teacher Education for a Global Society : A Modular Model for Knowing, Analyzing, Recognizing, Doing, and Seeing

The field of second/foreign language teacher education is calling out for a coherent and comprehensive framework for teacher preparation in these times of accelerating economic, cultural, and educational globalization. Responding to this call, this book introduces a state-of-the-art model for developing prospective and practicing teachers into strategic thinkers, exploratory researchers, and transformative teachers. The model includes five modules: Knowing, Analyzing, Recognizing, Doing, and Seeing (KARDS). Its goal is to help teachers understand:

• how to build a viable professional, personal and procedural knowledge-base
• how to analyze learner needs, motivation and autonomy
• how to recognize their own identities, beliefs and values
• how to do teaching, theorizing and dialogizing, and
• how to see their own teaching acts from learner, teacher, and observer perspectives

Providing a scaffold for building a holistic understanding of what happens in the language classroom, this model eventually enables teachers to theorize what they practice and practice what they theorize. With its strong scholarly foundation and its supporting reflective tasks and exploratory projects, this book is immensely useful for students, practicing teachers, teacher educators, and educational researchers who are interested in exploring the complexity of language teacher education

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