Reflective Teaching in Second Language Classrooms (Cambridge Language Education)

Richards, Jack C.

ISBN 10: 052145803X / ISBN 13: 9780521458030

Published by Cambridge University Press, 1994

About this Item

Any images shown are stock photographs. The actual item may differ from the image displayed. Very Good condition. Dust Jacket included, Light signs of handling or shelf wear may be present. Pages are clean and the binding is secure. If you would like to confirm the exact condition of this copy before purchasing, please feel free to contact us for photos.

Seller Inventory # EZBV.052145803X.VG

Bibliographic Details

• Title: Reflective Teaching in Second Language Classrooms (Cambridge Language Education)
• Publisher: Cambridge University Press
• Publication Date: 1994
• Language: English
• ISBN 10: 052145803X
• ISBN 13: 9780521458030
• Binding: Soft cover
• Condition: very_good

About this title

Synopsis

This text introduces techniques for teachers to explore their classroom experiences and for critical reflection on teaching practices. This book introduces teachers to techniques for exploring their own classroom experiences. Numerous books deal with classroom observation and research, but this is the first to offer a carefully structured approach to self-observation and self-evaluation. Richards and Lockhart aim to develop a reflective approach to teaching, one in which teachers collect data about their own teaching; examine their attitudes, beliefs, and assumptions; and use the information they obtain as a basis for critical reflection on teaching practices. Each chapter includes questions and activities appropriate for group discussion or self-study.

From the Back Cover

Reflective Teaching in Second Language Classrooms introduces teachers to ways of exploring and reflecting upon their classroom experiences, using a carefully structured approach to self-observation and self-evaluation. Teachers are encouraged to collect data about their own teaching; to examine their attitudes, beliefs, and assumptions; and then to use the information obtained as a basis for critical reflection on teaching practices. The approach is not linked to a particular method, but rather can be applied to a variety of approaches and teaching situations. Each chapter includes thought-provoking questions and activities appropriate for group discussion or self-study.