ERIC Number: ED441346
Record Type: RIE
Publication Date: 2000
Teacher Education. Case Studies in TESOL Practice Series.
Johnson, Karen E., Ed.
Chapters in this volume include the following: "Innovations in TESOL Teacher Education: A Quiet Revolution" (Karen E. Johnson); "Building Bridges among University, School, and Community" (Donald F. Hones); "Sustainable Strategies for Professional Development in Education Reform" (Nancy Clair, Carolyn Temple Adger); "Developing Professionals: Interwoven Visions and Partnerships" (Dorit Kaufman); "TESOL Education in the Context of Diversity" (Lynne T. Diaz-Rico); "Promoting Sense-Making in Second Language Teacher Education" (Paula R. Golombek); "Becoming Contributing Professionals: Nonnative-English-Speaking Teachers in an EFL Environment" (Tim Murphey); "Integrating Computer-Mediated Communication Tools into the Practicum" (Lia D. Kamhi-Stein); "Learning To See Diverse Students through Reflective Teaching Portfolios" (Yu Ren Dong); "Investigating Dialogue in Language Teacher Education: The Teacher Educator as Learner" (Bill Johnston); "Lessons from a Jet-In-Jet-Out Expert: Cooperation, Adaptability, and Relevance in Vietnam" (Marilyn Lewis); and "Enhancing English Language Teaching in the United Arab Emirates (Hedi Guefrachi, Salah Troudi). (Each paper contains references.) (KFT)
Descriptors: Adult Education, Classroom Techniques, Computer Mediated Communication, Elementary Secondary Education, English (Second Language), Foreign Countries, Higher Education, Language Teachers, Learning Strategies, Preservice Teacher Education, Professional Development, Reflective Teaching, Second Language Instruction, Second Language Learning, Teacher Developed Materials, Teacher Education, Teacher Educator Education, Teaching Methods
Teachers of English to Speakers of Other Languages, Inc., 700 South Washington Street, Suite 200, Alexandria, VA 22314. Tel: 703-836-0774; Fax: 703-836-6447; Web site: http://www.tesol.edu/.
Publication Type: Books; Collected Works - General
Education Level: N/A
Audience: Practitioners; Teachers
Authoring Institution: N/A