Name: Preparing Classroom Teachers to Succeed With Second Language Learners: Lessons From a Faculty Learning Community (Routledge Research in Teacher Education) (en Inglés)
Price: 108780.00 CLP
Availability: InStock
Author: Levine Thomas H. R. Howard Elizabeth Und M. Moss David:
ISBN: 9780415841160

portada Preparing Classroom Teachers to Succeed With Second Language Learners: Lessons From a Faculty Learning Community (Routledge Research in Teacher Education) (en Inglés)

Formato

Libro Físico

Editorial

Routledge

Autor

Levine Thomas H. R. Howard Elizabeth Und M. Moss David:

Idioma

Inglés

N° páginas

266

Encuadernación

Tapa Dura

ISBN13

9780415841160

N° edición

Preparing Classroom Teachers to Succeed With Second Language Learners: Lessons From a Faculty Learning Community (Routledge Research in Teacher Education) (en Inglés)

Levine Thomas H. R. Howard Elizabeth Und M. Moss David: (Autor) · Routledge · Tapa Dura

Libro Físico

$ 108.780

$ 217.550

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Reseña del libro "Preparing Classroom Teachers to Succeed With Second Language Learners: Lessons From a Faculty Learning Community (Routledge Research in Teacher Education) (en Inglés)"

This volume identifies resources, models, and specific practices for improving teacher preparation for work with second language learners. It shows how faculty positioned themselves to learn from resources, experts, preservice teachers, their own practice, and each other. The teacher education professionals leverage their experience to offer theoretical and practical insights regarding how other faculty could develop their own knowledge, improve their courses, and understand their influence on the preservice teachers they serve. The book addresses challenges others are likely to experience while improving teacher preparation, including preservice teacher resistance, the challenge of adding to already-packed courses, the difficulty of recruiting and retaining busy faculty members, and the question of how to best frame the larger issues. The authors also address options for integrating the work of improving teacher preparation for linguistic diversity into a variety of different teacher education program designs. Finally, the book demonstrates a data-driven approach that makes this work consistent with many institutions' mandate to produce research and to collect evidence supporting accreditation.