Dergiler / Dil ve Dilbilimi Çalışmaları Dergisi / 2018 / Cilt: 14 - Sayı: 2

Conceptualization of theory in English language teaching by student teachers and practicing teachers

Sayfa
1–17
Yayın Tarihi
2018-06-15
DOI
—
🏛️Bu makalenin bibliyografik verileri ve tam metin bağlantısı DergiPark üzerinden sağlanmıştır.
DergiPark Kaydı ↗
✨

Yapay Zeka Hızlı Bakış & Çıkarımlar

AI Insight
⚡ TL;DR(1 Cümlede Hızlı Çıkarım)

Conceptualization of theory in English language teaching by student teachers and practicing teachers

📌 3 Maddede Bu Makale

🎯
Amaç & Hipotez:Öz Please fill up the following information accurately. (Please use Times New Roman, 12 pt.
📊
Temel Bulgular & Veri:Öz Please fill up the following information accurately. (Please use Times New Roman, 12 pt.
💡
Sonuç & Katkı:Conceptualization of theory in English language teaching by student teachers and practicing teachers
🔬Tür:Araştırma Makalesi
📍Kapsam:Genişletilmiş Akademik Örneklem
⚙️Değişkenler:Anahtar Kelimeler Theory · Conceptualization · Language Teaching

Özet

Öz Please fill up the following information accurately. (Please use Times New Roman, 12 pt. Conceptualization of theory in English language teaching by student teachers and practicing teachers

🔖

Bu Makaleye Atıf Yap

GÜMÜŞOK, F., DALOĞLU, A. (2018). Conceptualization of theory in English language teaching by student teachers and practicing teachers. Dil ve Dilbilimi Çalışmaları Dergisi, Cilt: 14 - Sayı: 2, 1–17. https://ajindex.com/articles/29141

📄 Tam Metin PDF Okuyucu

📄

PDF görüntüleyici hazırlanıyor...

Kaynakça (11)

  1. Allen, J. M. (2009). Valuing practice over theory: How beginning teachers re-orient their practice in the transition from the university to the workplace. Teaching and Teacher Education, 25(5), 647-654.
  2. Borg, S. (2006). Teacher cognition and teacher education: Research and practice. London: Continuum. Borg, S. (2009). Language teacher cognition. In A. Burns & J. C. Richards (Eds.), The Cambridge guide to second language teacher education (pp. 163-171). New York: Cambridge University Press.
  3. Carr, D. (2000). Professionalism and ethics in teaching. Abingdon: Routledge. Creswell, J. W. (2013). Qualitative inquiry and research design. Choosing among five approaches. (3rd ed.) Thousand Oaks: Sage Publications. Cummins, J., & Davison, C. (2007). International handbook of English language teaching. New York:Springer Science & Business Media. Darling-Hammond, L. (2010). Teacher education and the American future. Journal of Teacher Education, 61(1-2), 35-47.
  4. Dörnyei, Z. (2007). Research methods in applied linguistics: Quantitative, qualitative, and mixed methodologies. Oxford: Oxford University Press.
  5. Emsheimer, P., & De Silva, N. L. (2011). Preservice teachers’ reflections on practice in relation to theories. In M. Mattsson & T. V. Eilertsen & D. Rorrison (Eds.), A practicum turn in teacher education (pp. 147-167). Rotterdam,The Netherlands: Sense Publishers.
  6. Farrell, T. S. (2015). It’s not who you are! It’s how you teach! Critical competencies associated with effective teaching. RELC Journal, 46(1), 79-88.
  7. Fenstermacher, G. D. (1994). The knower and the known: The nature of knowledge in research on teaching. Review of Research in Education, 20, 3-56.
  8. Hascher, T., Cocard, Y., & Moser, P. (2004). Forget about theory—practice is all? Student teachers' learning in practicum. Teachers and Teaching, 10(6), 623-637.
  9. Hobson, A. J., Ashby, P., Malderez, A., & Tomlinson, P. D. (2009). Mentoring beginning teachers: What we know and what we don't. Teaching and Teacher Education, 25(1), 207-216.
  10. Johnson, K. E. (1996). The role of theory in L2 teacher education. TESOL Quarterly, 30(4), 765 771. Knight, R. (2015). Postgraduate student teachers’ developing conceptions of the place of theory in learning to teach: ‘more important to me now than when I started’. Journal of Education for Teaching, 41(2), 145-160.
  11. Krippendorff, K. (2004). Content analysis: An introduction to its methodology. Thousand Oaks, CA: Sage. Kumaravadivelu, B. (2001). Toward a postmethod pedagogy. TESOL Quarte