Professional Encounters in TESOL

1. Front Matter

   Pages i-xxvii

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2. Starting Out

   1. Front Matter

      Pages 1-3

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   2. Deconstructing the Discourse: Understanding the Feedback Event

      • Fiona Copland

      Pages 5-23

   3. The Design of Post-Observation Feedback and Its Impact on Student Teachers

      • Nur Kurtoglu Hooton

      Pages 24-41

   4. Learning to Talk the Talk: Conversation Analysis as a Tool for Induction of Trainee Teachers

      • Paul Seedhouse

      Pages 42-57

   5. Reflections on Starting Out

      • Wei Liu

      Pages 58-61

3. Back Matter

   Pages 58-61

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4. Becoming Experienced

   1. Front Matter

      Pages 63-65

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   2. Teacher Beliefs and Interaction in the Language Classroom

      • Sue Garton

      Pages 67-86

   3. Teachers Being Observed: Coming to Terms with Classroom Appraisal

      • Amanda Howard

      Pages 87-104

   4. Going Outside the Classroom

      • Muna Morris-Adams

      Pages 105-122

   5. Reflections on Becoming Experienced

      • Maneerat Tarnpichprasert

      Pages 123-129

5. Back Matter

   Pages 123-129

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6. New Horizons

   1. Front Matter

      Pages 131-133

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   2. Supporting Teacher Development on the Web

      • Phil Quirke

      Pages 135-150

   3. ‘Metaphors keep cropping up’: Dialogic Features of Metaphor in Exploratory Research Talk

      • Steve Mann

      Pages 151-172

   4. Making the Break: Establishing a New School

      • Keith Richards

      Pages 173-191

   5. Reflections on New Horizons

      • Jerry Talandis Jr.

      Pages 192-196

7. Back Matter

   Pages 192-196

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8. Passing on the Knowledge

   1. Front Matter

      Pages 197-202

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An investigation of the developing discourses of English Language teachers in teaching and training. Showing how teachers are shaped by the discourses they participate in and how they shape these discourses. By analyzing professional development through professional discourse the book sheds light on what teachers do and why they do it.

• coherence
• discourse
• English
• language classroom
• literacy
• Trainee Teachers
• Trainer
• discourse analysis
• literary diction

• Aston University, UK

  Sue Garton

• University of Warwick, UK

  Keith Richards

FIONA COPLAND, School of Languages and Social Sciences, Aston University, Birmingham, UK JULIAN EDGE, School of Education, University of Manchester, UK AMANDA HOWARD, Centre for English Language Teacher Education, University of Warwick, UK KUCHAH KUCHAH, Centre for English Language Teacher Education, University of Warwick, UK NUR KURTUGLOU HOOTON, School of Languages and Social Sciences, Aston University, Birmingham, UK WEI LIU, School of Languages and Social Sciences, Aston University, Birmingham, UK STEVE MANN, School of Languages and Social Sciences, Aston University, Birmingham, UK MUNA MOORIS-ADAMS, School of Languages and Social Sciences, Aston University, Birmingham, UK PHIL QUIRKE, Higher Colleges of Technology , Madinat Zayed, United Arab Emirates PAUL SEEDHOUSE. School of Education, Communication and Language Sciences, Newcastle University, UK JERRY TALANDIS JR., Toyama College of Foreign Languages, Japan MANEERAT TARNPICHPRASERT, Centre for English Language Teacher Education, University of Warwick, UK FOTINI VASSILIKI KULOHERI, Centre for English Language Teacher Education, University of Warwick, UK SUE WHARTON, Centre for English Language Teacher Education, University of Warwick, UK

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