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Estrategias de reflexin sobre la enseanza de idiomas (Cambridge de didactica de lenguas) (Spanish Edition),Used
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Product Description Already accepted as a method of teacher development in general education, 'reflective teaching' is now gaining importance in TESOL training. Reflective Teaching in Second Language Classrooms introduces teachers to techniques for exploring their own classroom experiences. Numerous books deal with classroom observation and research, but this is the first to offer a carefully structured approach to selfabservation and selfevaluation. Richards and Lockhart aim to develop a reflective approach to teaching, that is, one in which teachers collect data about their own teaching, examine their attitudes, beliefs, and assumptions and use the information obtained as a basis for critical reflection on teaching practices. The approach is not linked to a particular method, but rather can be applied to a variety of methodologies and teaching situations. Each chapter includes questions and activites appropriate for group discussion or selfstudy. Review 'Reflective Teaching in Second Language Classrooms is a volume which will repay reading and rereading.' Prospect Vol 10 No 3, 1995'If we wish to train teachers who can be selfcritical and continue to develop outside and beyond the training course, Reflective Teaching in Second Language Classrooms is precisely the sort of handbook needed.' The Polish Teacher Trainer, 1995' teachers who wish to gain a deeper understanding of the secondlanguage classroom and themselves as EFL teachers, will find this latest book on reflective teaching in a secondlanguage context a goldmine of ideas for embarking on selfreflection The book is a useful guide for teachers who have some teaching experience, who are disillusioned with methodological fads and curricular prescriptions handed out to them by the 'experts', and who are eager for their professional development.' Modern English Teacher, Volume 4 , No. 4I welcome this book because it should help develop the awareness and skills of teachers, as well as fostering an interest in action research. As it does not take a prescriptive approach, it is relevant in many teaching and learning situations. Maggie Mortreux, TESOL in Context, Vol 5 No1 June 1995 Book Description The book offers teachers a carefully structured approach to self observation and selfevaluation.
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