Reflective teaching in second language classrooms / Jack C. Richards, Charles Lockhart.

By:

Richards, Jack C

Contributor(s):

Lockhart, Charles, 1954-

Material type: Text

TextSeries: Cambridge language educationPublication details: Cambridge [England] ; New York, NY, USA : Cambridge University Press, 1996.Description: xii, 218 p. : ill. ; 24 cmISBN:

052145803X (pbk.)
9780521458030 (pbk.)

Subject(s):

Language and languages -- Study and teaching

DDC classification:

418.007 RIC 1996

Summary: 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.

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Holdings ( 2 )
Title notes ( 2 )

Holdings
Item type	Current library	Home library	Collection	Shelving location	Call number	Status	Date due	Barcode	Item holds
Open Collection	FIRST CITY UNIVERSITY COLLEGE	FIRST CITY UNIVERSITY COLLEGE	Open Collection	FCUC Library	418.007 RIC 1996 (Browse shelf(Opens below))	Available		00019007
Open Collection	FIRST CITY UNIVERSITY COLLEGE	FIRST CITY UNIVERSITY COLLEGE	Open Collection	FCUC Library	418.007 RIC 1996 (Browse shelf(Opens below))	Available		00019006

Total holds: 0

Includes bibliographical references (p. 205-213) and index.

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.