Titlebook: Inquiry and Research Skills for Language Teachers; Kenan Dikilita?,Ali Bostanc?o?lu Textbook 2019 The Editor(s) (if applicable) and The Au

legitimate

Textbook 2019h is presented not as an additional burden in teachers’ busy lives but as an integrated tool for satisfying their curiosity, developing an investigative stance, and strengthening the links between theory and practice. Over the course of the book, the authors introduce and encourage the use of pedago

強(qiáng)化

冷淡一切

Designing Pedagogically Exploitable Pedagogic-Research Activities (PEPRAs),e specific contexts in which teachers work. We argue that research and pedagogy are inseparable for pre-service teachers’ learning and development since they are mutually inclusive and supportive. The chapter ends by self- and group-reflection activities which might help them develop and implement their research plan.

Mendacious

沉積物

稀釋前

Understanding the Puzzle and the Emerging Picture,g of the puzzle and of their understandings of teaching and learning. The chapter ends by discussing what the results of the puzzle exploration mean to them, how pre-service teachers can disseminate their understandings of the puzzle as well as how the experience of puzzle exploration can help them develop as a pre-service teacher.

無(wú)辜

開(kāi)始發(fā)作

Developing Critical Reflection Practices via Reflective Writing for Pre-service Language Teachers,rch experiences through exploring, unpacking, stepping back, and understanding research puzzles. The chapter provides key stages and processes of writing reflectively and ends by listing some pedagogical benefits of reflective research writing process.

indignant

Educational Research Course Designs Across the World,tives and various examples to choose from. Each chapter adopts a different path to introducing educational research and relevant essential skills to pre-service teachers. Therefore, it could set alternative examples for those who intend to deliver such a course.

以煙熏消毒

Introduction to Research,’ understandings and learning of language teaching. It proposes research as a key contextual teacher learning strategy combined with inquiry skills through discovery and exploration. The chapter ends with tasks about exploring context and encourages teachers to develop their initial puzzling questions.