9783030999933 - Teaching Writing in English as a Foreign Language: Teachers? Cognition Formation and Reformation: 28 di Zhao, Huan; Zhang, Lawrence Jun (13 risultati)

Condizione: New. In.

Condizione: New.

Taschenbuch. Condizione: Neu. Teaching Writing in English as a Foreign Language | Teachers' Cognition Formation and Reformation | Huan Zhao (u. a.) | Taschenbuch | English Language Education | xxii | Englisch | 2023 | Springer | EAN 9783030999933 | Verantwortliche Person für die EU: Springer Verlag GmbH, Tiergartenstr. 17, 69121 Heidelberg, juergen[dot]hartmann[at]springer[dot]com | Anbieter: preigu.

Taschenbuch. Condizione: Neu. Druck auf Anfrage Neuware - Printed after ordering - This book explores teachers' cognitions about the teaching of writing in English as a foreign language (EFL) and their teaching practice, as well as factors influencing the formation and reformation process of their cognition. Taking stock of Bakhtin's dialogism as the theoretical framework, the authors argue that the formation and reformation of teacher cognition is a dialogic process. A systematic analysis of participating teachers' cognition formation and re-formation process suggests the highly individual nature of teachers' cognitions. EFL researchers and teachers, teacher educators, teacher education policymakers, university administrators and EFL textbook writers could draw on the findings of the study to provide better resources to implement the teaching of EFL writing more effectively.The study has adopted a mixed-methods approach, whose quantitative results show the patterns and differences of teacher cognition among teachers of different backgrounds and with different schooling, education and working experiences. The qualitative findings show in detail teachers' cognition formation and reformation processes andthe factors contributing to such processes, revealing convergence and divergence of teachers' stated cognitions, with a focus on the discrepancy between teacher cognition and teaching practice. These are useful lenses through which researchers and teachers will find significant implications for offering EFL writing instruction more effectively.

Condizione: Gut. Zustand: Gut | Sprache: Englisch | Produktart: Bücher | This book explores teachers¿ cognitions about the teaching of writing in English as a foreign language (EFL) and their teaching practice, as well as factors influencing the formation and reformation process of their cognition. Taking stock of Bakhtin¿s dialogism as the theoretical framework, the authors argue that the formation and reformation of teacher cognition is a dialogic process. A systematic analysis of participating teachers¿ cognition formation and re-formation process suggests the highly individual nature of teachers¿ cognitions. EFL researchers and teachers, teacher educators, teacher education policymakers, university administrators and EFL textbook writers could draw on the findings of the study to provide better resources to implement the teaching of EFL writing more effectively.The study has adopted a mixed-methods approach, whose quantitative results show the patterns and differences of teacher cognition among teachers of different backgrounds and with different schooling, education and working experiences. The qualitative findings show in detail teachers' cognition formation and reformation processes and the factors contributing to such processes, revealing convergence and divergence of teachers¿ stated cognitions, with a focus on the discrepancy between teacher cognition and teaching practice. These are useful lenses through which researchers and teachers will find significant implications for offering EFL writing instruction more effectively.

Condizione: Hervorragend. Zustand: Hervorragend | Sprache: Englisch | Produktart: Bücher | This book explores teachers¿ cognitions about the teaching of writing in English as a foreign language (EFL) and their teaching practice, as well as factors influencing the formation and reformation process of their cognition. Taking stock of Bakhtin¿s dialogism as the theoretical framework, the authors argue that the formation and reformation of teacher cognition is a dialogic process. A systematic analysis of participating teachers¿ cognition formation and re-formation process suggests the highly individual nature of teachers¿ cognitions. EFL researchers and teachers, teacher educators, teacher education policymakers, university administrators and EFL textbook writers could draw on the findings of the study to provide better resources to implement the teaching of EFL writing more effectively.The study has adopted a mixed-methods approach, whose quantitative results show the patterns and differences of teacher cognition among teachers of different backgrounds and with different schooling, education and working experiences. The qualitative findings show in detail teachers' cognition formation and reformation processes and the factors contributing to such processes, revealing convergence and divergence of teachers¿ stated cognitions, with a focus on the discrepancy between teacher cognition and teaching practice. These are useful lenses through which researchers and teachers will find significant implications for offering EFL writing instruction more effectively.

Paperback. Condizione: Brand New. 200 pages. 9.25x6.10x0.43 inches. In Stock.

Condizione: new. Questo è un articolo print on demand.

Taschenbuch. Condizione: Neu. This item is printed on demand - it takes 3-4 days longer - Neuware -This book explores teachers' cognitions about the teaching of writing in English as a foreign language (EFL) and their teaching practice, as well as factors influencing the formation and reformation process of their cognition. Taking stock of Bakhtin's dialogism as the theoretical framework, the authors argue that the formation and reformation of teacher cognition is a dialogic process. A systematic analysis of participating teachers' cognition formation and re-formation process suggests the highly individual nature of teachers' cognitions. EFL researchers and teachers, teacher educators, teacher education policymakers, university administrators and EFL textbook writers could draw on the findings of the study to provide better resources to implement the teaching of EFL writing more effectively.The study has adopted a mixed-methods approach, whose quantitative results show the patterns and differences of teacher cognition among teachers of different backgrounds and with different schooling, education and working experiences. The qualitative findings show in detail teachers' cognition formation and reformation processes andthe factors contributing to such processes, revealing convergence and divergence of teachers' stated cognitions, with a focus on the discrepancy between teacher cognition and teaching practice. These are useful lenses through which researchers and teachers will find significant implications for offering EFL writing instruction more effectively. 200 pp. Englisch.

Condizione: New. Dieser Artikel ist ein Print on Demand Artikel und wird nach Ihrer Bestellung fuer Sie gedruckt. Presents a holistic picture of teacher cognition on teaching EFL writingOffers suggestions on improving the design and practice for teaching EFL writingExplores factors contributing to the teacher cognition (re)formation process .

Condizione: New. Print on Demand.

Taschenbuch. Condizione: Neu. This item is printed on demand - Print on Demand Titel. Neuware -This book explores teachers' cognitions about the teaching of writing in English as a foreign language (EFL) and their teaching practice, as well as factors influencing the formation and reformation process of their cognition. Taking stock of Bakhtin's dialogism as the theoretical framework, the authors argue that the formation and reformation of teacher cognition is a dialogic process. A systematic analysis of participating teachers' cognition formation and re-formation process suggests the highly individual nature of teachers' cognitions. EFL researchers and teachers, teacher educators, teacher education policymakers, university administrators and EFL textbook writers could draw on the findings of the study to provide better resources to implement the teaching of EFL writing more effectively.The study has adopted a mixed-methods approach, whose quantitative results show the patterns and differences of teacher cognition among teachers of different backgrounds and with different schooling, education and working experiences. The qualitative findings show in detail teachers' cognition formation and reformation processes and the factors contributing to such processes, revealing convergence and divergence of teachers' stated cognitions, with a focus on the discrepancy between teacher cognition and teaching practice. These are useful lenses through which researchers and teachers will find significant implications for offering EFL writing instruction more effectively.Springer-Verlag KG, Sachsenplatz 4-6, 1201 Wien 200 pp. Englisch.

Condizione: New. PRINT ON DEMAND.