Team Teachers in Japan
portes grátis
Team Teachers in Japan
Beliefs, Identities, and Emotions
Hiratsuka, Takaaki
Taylor & Francis Ltd
11/2024
216
Mole
9781032265858
Pré-lançamento - envio 15 a 20 dias após a sua edição
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1. Introduction Part I Power Balance and Lived Experiences 2. Native vs. Non-Native and Novice vs. Expert: Revisiting Power Inequality in Team Teaching 3. From JTE to Team-Teaching Researcher: Autoethnographic Reflections 4. An Autoethnography of a Long-Term ALT: Living with the Enabling and Disabling Effects of Native-Speakerism 5. From Housewives to ALTs: The "Reconfiguration" of Identity of Filipino Women Migrants in Japan Part II Teacher Perceptions, Selfhood, and Feelings 6. "JTEs can Learn from ALTs": JTEs' Beliefs about Team Teaching and How ALTs Influence JTEs' Sense of Teacher Identity 7. Recognized Identities of ALTs: Looking through the Lens of JTEs 8. Exploring the Role of Emotion in ALTs' Identity Construction: An Ecological Perspective 9. Correcting Different Errors with Different Identity-Bound Expertise: Successful Practices for Team Teaching Part III Teacher Learning and Development 10. Teacher Learning for ALTs: Landscapes of Team Teacher Practice and Issue of Participation in Communities of Practice 11. Collaborative Professional Development in Language Teaching: Narratives from JTEs and ALTs 12. Negotiating the Expert/Novice Positions in Language Teacher Professional Development Part IV Team Teachers in Elementary Schools 13. Developing HRTs' Confidence toward Team Teaching 14. Straight Talk about English from Primary School Homeroom Teachers 15. Elementary Senka/Specialized English Teachers (SETs): Finding a Place among the HRTs and ALTs 16. Conclusion
Este título pertence ao(s) assunto(s) indicados(s). Para ver outros títulos clique no assunto desejado.
team teachers;teach teaching;local Japanese teachers of English (JTEs);foreign assistant language teachers (ALTs);beliefs;identities;emotions;Assistant Language Teachers;Team Teaching;Professional Development;Elementary Schools;Jet Program;Language Teacher Identity;Narrative Portfolio;Japanese Teacher;Filipino Women Migrants;Elt;Native Speaker Fallacy;Critical Autoethnography;Junior High School English Teachers;Specialized English Teacher;Japanese Elementary School Teachers;Higher English Proficiency;Professional Identity Development;Elementary School English;Prefectural Board;Face To Face;Growth Mindsets;AKI;Multiple CoPs;Emotional Geographies;Professional Development Settings
1. Introduction Part I Power Balance and Lived Experiences 2. Native vs. Non-Native and Novice vs. Expert: Revisiting Power Inequality in Team Teaching 3. From JTE to Team-Teaching Researcher: Autoethnographic Reflections 4. An Autoethnography of a Long-Term ALT: Living with the Enabling and Disabling Effects of Native-Speakerism 5. From Housewives to ALTs: The "Reconfiguration" of Identity of Filipino Women Migrants in Japan Part II Teacher Perceptions, Selfhood, and Feelings 6. "JTEs can Learn from ALTs": JTEs' Beliefs about Team Teaching and How ALTs Influence JTEs' Sense of Teacher Identity 7. Recognized Identities of ALTs: Looking through the Lens of JTEs 8. Exploring the Role of Emotion in ALTs' Identity Construction: An Ecological Perspective 9. Correcting Different Errors with Different Identity-Bound Expertise: Successful Practices for Team Teaching Part III Teacher Learning and Development 10. Teacher Learning for ALTs: Landscapes of Team Teacher Practice and Issue of Participation in Communities of Practice 11. Collaborative Professional Development in Language Teaching: Narratives from JTEs and ALTs 12. Negotiating the Expert/Novice Positions in Language Teacher Professional Development Part IV Team Teachers in Elementary Schools 13. Developing HRTs' Confidence toward Team Teaching 14. Straight Talk about English from Primary School Homeroom Teachers 15. Elementary Senka/Specialized English Teachers (SETs): Finding a Place among the HRTs and ALTs 16. Conclusion
Este título pertence ao(s) assunto(s) indicados(s). Para ver outros títulos clique no assunto desejado.
team teachers;teach teaching;local Japanese teachers of English (JTEs);foreign assistant language teachers (ALTs);beliefs;identities;emotions;Assistant Language Teachers;Team Teaching;Professional Development;Elementary Schools;Jet Program;Language Teacher Identity;Narrative Portfolio;Japanese Teacher;Filipino Women Migrants;Elt;Native Speaker Fallacy;Critical Autoethnography;Junior High School English Teachers;Specialized English Teacher;Japanese Elementary School Teachers;Higher English Proficiency;Professional Identity Development;Elementary School English;Prefectural Board;Face To Face;Growth Mindsets;AKI;Multiple CoPs;Emotional Geographies;Professional Development Settings
