Teacher Development in Action

1. Front Matter

   Pages i-xvi

   PDF

2. Introduction

   • Magdalena Kubanyiova

   Pages 1-5

3. Teacher Change Research: a Critical Overview

   • Magdalena Kubanyiova

   Pages 6-29

4. Theories of Learning and Change in Psychology

   • Magdalena Kubanyiova

   Pages 30-53

5. Pulling it Together: an Integrated Model of Language Teacher Conceptual Change

   • Magdalena Kubanyiova

   Pages 54-65

6. The Study of Language Teachers’ Conceptual Change: Grounded Theory Ethnography

   • Magdalena Kubanyiova

   Pages 66-100

7. It’s Not What They Know, It’s Who They See: Ideal Selves as Central Cognitions in Conceptual Change

   • Magdalena Kubanyiova

   Pages 101-123

8. Emotional Dissonance: Essential but Insufficient Catalyst for Conceptual Change

   • Magdalena Kubanyiova

   Pages 124-136

9. When Change Threatens the Teachers’ Sense of Self: Emotional Battles in Balancing Ideal, Ought-to and Feared Selves

   • Magdalena Kubanyiova

   Pages 137-160

10. It’s not as Simple as It Sounds: Teacher Change as a Multifaceted, Situated, Emerging and Dynamic Process

    • Magdalena Kubanyiova

    Pages 161-189

11. Conclusion: New Metaphors for Researching and Educating for Teacher Change

    • Magdalena Kubanyiova

    Pages 190-196

12. Epilogue

    • Magdalena Kubanyiova

    Pages 197-198

13. Back Matter

    Pages 199-220

    PDF

Bringing together multiple sources of data and combining existing theories across language teacher cognition, teacher education, second language motivation and psychology, this empirically-grounded analysis of teacher development in action offers new insights into the complex and dynamic nature of language teachers' conceptual change.

• language
• second language
• teacher education

Dealing initially with stories of 'failure,' Teacher Development in Action is not a book on defeat, but as Kubanyiova herself claims, is one on hope. It is a steady step forward toward success.' - Studies in Language Learning and Teaching
 
'This is a courageous book. Rather than trumpeting a success story, it documents and analyses the 'failure' of a project designed to radically restructure teachers' conceptual understanding of their teaching." - English Teaching Professional
 
"This book breaks new ground by describing the teacher change process using a new theoretical model…. [It] is a thoroughly researched impressive book which adds greatly to both conceptual change theory and to the case study literature on language teacher development." - BAAL News "Dealing initially with stories of 'failure,' Teacher Development in Action is not a book on defeat, but as Kubanyiova herself claims, is one on hope. It is a steady step forward toward success." - Studies in Language Learning and Teaching 

 

"This is a courageous book. Rather than trumpeting a success story, it documents and analyses the 'failure' of a project designed to radically restructure teachers' conceptual understanding of their teaching." - English Teaching Professional

 

"This book breaks new ground by describing the teacher change process using a new theoretical model…. [It] is a thoroughly researched impressive book which adds greatly to both conceptual change theory and to the case study literature on language teacher development." - BAAL News

• University of Birmingham, UK

  Magdalena Kubanyiova

Maggie Kubanyiova is Senior Lecturer in Educational Linguistics in the School of Education, University of Birmingham, UK. Her research interests concern language teacher development, second language learning and classroom interaction, classroom pedagogy and ecological approaches to research. Her recent book Motivating Learners, Motivating Teachers: Building Vision in the Language Classroom (Co-authored with Zoltán Dörnyei, 2014) was highly commended for the HRH the Duke of Edinburgh English Language Book Award.

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