Synopsis
This book explores teachers' understanding of the personal and professional experiences that have informed their language teaching. The intent of the paperback edition is to bring into our professional conversations teachers' ways of knowing that is, teachers' understanding of the experiences that have informed their language teaching. By making teachers' ways of knowing public, open to review, and accessible to others in this profession, this text hopes to validate, in ways afforded to other forms of scholarly work, teachers' own understanding of the activity of language teaching.
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Book Description
The intent of the paperback edition is to bring into our professional conversations teachers' “ways of knowing” – that is, teachers' understanding of the experiences that have informed their language teaching. By making teachers' ways of knowing public, open to review, and accessible to others in this profession, this text hopes to validate, in ways afforded to other forms of scholarly work, teachers' own understanding of the activity of language teaching.
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Teachers' Narrative Inquiry as Professional Development (Cambridge Language Education)
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Cambridge University Press (edition 1), 2002
ISBN 10: 0521013135
ISBN 13: 9780521013130
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Teachers' Narrative Inquiry as Professional Development
Published by
Cambridge University Press, 2002
ISBN 10: 0521013135
ISBN 13: 9780521013130
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Teachers' Narrative Inquiry as Professional Development (Cambridge Language Education)
Published by
Cambridge University Press, 2002
ISBN 10: 0521013135
ISBN 13: 9780521013130
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Teachers' Narrative Inquiry as Professional Development
Published by
Cambridge University Press, 2002
ISBN 10: 0521013135
ISBN 13: 9780521013130
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Teachers' Narrative Inquiry as Professional Development (Cambridge Language Education)
Published by
Cambridge University Press, 2002
ISBN 10: 0521013135
ISBN 13: 9780521013130
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Softcover
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Teachers' Narrative Inquiry as Professional Development (Paperback)
Published by
Cambridge University Press, Cambridge, 2002
ISBN 10: 0521013135
ISBN 13: 9780521013130
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Paperback. Condition: new. Paperback. This book explores teachers' understanding of the personal and professional experiences that have informed their language teaching. The intent of the paperback edition is to bring into our professional conversations teachers' ways of knowing - that is, teachers' understanding of the experiences that have informed their language teaching. By making teachers' ways of knowing public, open to review, and accessible to others in this profession, this text hopes to validate, in ways afforded to other forms of scholarly work, teachers' own understanding of the activity of language teaching. A collection of personal, contextualized stories of teachers assessing their own experiences in gaining expertise as language teachers. This item is printed on demand. Shipping may be from multiple locations in the US or from the UK, depending on stock availability. Seller Inventory # 9780521013130
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Teachers' Narrative Inquiry as Professional Development (Cambridge Language Education)
Published by
Cambridge University Press, 2002
ISBN 10: 0521013135
ISBN 13: 9780521013130
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Softcover
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TEACHERS NARRATIVE INQUIRY AS PROFESSIONAL DEVELOPMENT (PB 2002)
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CAMBRIDGE UNIVERSITY PRESS, 2002
ISBN 10: 0521013135
ISBN 13: 9780521013130
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Teachers' Narrative Inquiry as Professional Development (Cambridge Language Education)
Published by
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ISBN 10: 0521013135
ISBN 13: 9780521013130
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Teachers' Narrative Inquiry as Professional Development
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ISBN 10: 0521013135
ISBN 13: 9780521013130
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