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      Book

      Language Teacher Education For A Global Society
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      Book

      Language Teacher Education For A Global Society

      DOI link for Language Teacher Education For A Global Society

      Language Teacher Education For A Global Society book

      A Modular Model for Knowing, Analyzing, Recognizing, Doing, and Seeing

      Language Teacher Education For A Global Society

      DOI link for Language Teacher Education For A Global Society

      Language Teacher Education For A Global Society book

      A Modular Model for Knowing, Analyzing, Recognizing, Doing, and Seeing
      ByB. Kumaravadivelu
      Edition 1st Edition
      First Published 2011
      eBook Published 22 November 2011
      Pub. Location New York
      Imprint Routledge
      DOI https://doi.org/10.4324/9780203832530
      Pages 168
      eBook ISBN 9780203832530
      Subjects Education, Language & Literature
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      Kumaravadivelu, B. (2011). Language Teacher Education For A Global Society: A Modular Model for Knowing, Analyzing, Recognizing, Doing, and Seeing (1st ed.). Routledge. https://doi.org/10.4324/9780203832530

      ABSTRACT

      The field of second/foreign language teacher education is calling out for a coherent and comprehensive framework for teacher preparation in these times of accelerating economic, cultural, and educational globalization. Responding to this call, this book introduces a state-of-the-art model for developing prospective and practicing teachers into strategic thinkers, exploratory researchers, and transformative teachers. The model includes five modules: Knowing, Analyzing, Recognizing, Doing, and Seeing (KARDS). Its goal is to help teachers understand:

      • how to build a viable professional, personal and procedural knowledge-base,
      • how to analyze learner needs, motivation and autonomy,
      • how to recognize their own identities, beliefs and values,
      • how to do teaching, theorizing and dialogizing, and
      • how to see their own teaching acts from learner, teacher, and observer perspectives.

      Providing a scaffold for building a holistic understanding of what happens in the language classroom, this model eventually enables teachers to theorize what they practice and practice what they theorize. With its strong scholarly foundation and its supporting reflective tasks and exploratory projects, this book is immensely useful for students, practicing teachers, teacher educators, and educational researchers who are interested in exploring the complexity of language teacher education.

      TABLE OF CONTENTS

      chapter |19 pages

      (Re)Visioning Language Teacher Education

      chapter |17 pages

      Knowing

      chapter |18 pages

      Analyzing

      chapter |23 pages

      Recognizing

      chapter |21 pages

      Doing

      chapter |23 pages

      Seeing

      chapter |11 pages

      (Re)Making a Modular Model

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