Professional Encounters In Tesol: Discourses Of Teachers In Teaching (communicating In Professions And Organizations)

Copland has worked as an English language teacher and teacher trainer in Nigeria, Hong Kong, Japan and England. She has been course director for a number of programmes including the MA Education (TEFL) at the University of Birmingham and CELTA and DELTA courses at the British Council, Tokyo, and at Brasshouse Language Centre, Birmingham. She is currently Programmes Director for the suite of MSc TESOL courses at Aston University.Julian Edge is a senior lecturer in education at the University of Manchester, where he teaches on their master's courses in TESOL and supervises doctoral research in the area of teacher education. His overseas TESOL experience was gained in Europe, the Middle East and South East Asia. His 2002 book, Continuing Cooperative Development, is the publication he would most like people to read. Front Matter....Pages i-xxvii Front Matter....Pages 1-3 Deconstructing the Discourse: Understanding the Feedback Event....Pages 5-23 The Design of Post-Observation Feedback and Its Impact on Student Teachers....Pages 24-41 Learning to Talk the Talk: Conversation Analysis as a Tool for Induction of Trainee Teachers....Pages 42-57 Back Matter....Pages 58-61 Front Matter....Pages 63-65 Teacher Beliefs and Interaction in the Language Classroom....Pages 67-86 Teachers Being Observed: Coming to Terms with Classroom Appraisal....Pages 87-104 Going Outside the Classroom....Pages 105-122 Back Matter....Pages 123-129 Front Matter....Pages 131-133 Supporting Teacher Development on the Web....Pages 135-150 ‘Metaphors keep cropping up’: Dialogic Features of Metaphor in Exploratory Research Talk....Pages 151-172 Making the Break: Establishing a New School....Pages 173-191 Back Matter....Pages 192-196 Front Matter....Pages 197-202 Developing as a Professional in Cameroon: Challenges and Visions....Pages 203-217 Becoming a Writer: Community Membership and Discursive Literacy....Pages 218-231 Discourses in Search of Coherence: An Autobiographical Perspective....Pages 232-247 Back Matter....Pages 248-256 Back Matter....Pages 257-262 Professional Encounters in TESOL investigates the developing discourses of English Language teachers in a variety of international contexts. By analysing how professional development takes place through participation in professional discourse, the chapters shed light on what teachers do and why they do it. The book is organised in four sections, reflecting the stages in an English language teacher's career : 1Starting Out2 focuses on initial teacher training, 1Becoming Experienced2 looks inside their classroom, 1New Horizons2 shifts the perspective to the professional development of experienced teachers, and 1Passing on Knowledge2 investigates the discourses of experienced teachers as they contribute to the professional development of their peers. Each section is followed by reflections on the chapters written by a teacher from an international context at the particular stage in their professional development reflected in the section. The book should have particular appeal to all those working in the area of teacher development and will also be of interest to practising teachers 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. 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 analysing professional development through professional discourse the book sheds light on what teachers do and why they do it