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02842nam a22002057a 4500 |
| 005 - DATE AND TIME OF LATEST TRANSACTION |
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20120612131528.0 |
| 008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION |
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| 020 ## - INTERNATIONAL STANDARD BOOK NUMBER |
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| International Standard Book Number |
9788130917139 |
| 082 ## - DEWEY DECIMAL CLASSIFICATION NUMBER |
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| Edition number |
22 |
| Classification number |
371.102 |
| Item number |
FOO |
| 100 ## - MAIN ENTRY--PERSONAL NAME |
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| Personal name |
Foord, Duncan. |
| 9 (RLIN) |
2753 |
| 245 ## - TITLE STATEMENT |
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| Title |
The developing teacher : |
| Remainder of title |
Practical activities for professional devvelopment/ |
| Statement of responsibility, etc |
by Duncan Foord. |
| 260 ## - PUBLICATION, DISTRIBUTION, ETC. (IMPRINT) |
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| Place of publication, distribution, etc |
New Delhi: |
| Name of publisher, distributor, etc |
Viva Books, |
| Date of publication, distribution, etc |
2011. |
| 300 ## - PHYSICAL DESCRIPTION |
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| Extent |
95 p. ; |
| 520 ## - SUMMARY, ETC. |
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| Summary, etc |
The Developing Teacher suggests that teachers themselves are the most powerful agents of change and development in their own professional career. It is ideal: • for teachers who wish to take control of their own development • for people in positions of responsibility for teacher development • for complementing courses in language teacher education The Developing Teacher contains three distinctive parts which focus in turn on theory, practice and development: Part A looks at the theory behind current issues in teacher development. It discusses how teachers learn and what prevents teachers from learning and includes a useful survey of models of teacher development, helpful for those studying MA or Diploma courses on the subject. Part B contains a bank of activities that put into practice the ideas outlined in Part A. These activities are organised into five circles of expanding development, embracing all aspects of the language teacher’s profession. The activities are perfect for the busy teacher, taking little time to prepare and often adding a ‘developmental twist’ to regular classroom practice. Part C offers a view of further teacher development, promoting reflective practice through longer-term projects – a diary, a portfolio and a teacher development programme. These step-by-step guides enable and empower teachers in their continuing development. Contents: Part A: Bibliography • Part B:You – The first circle • Thinking about development • Organizing yourself • Getting to know yourself • Looking at yourself • You and your students – The second circle • Your student’s needs • Getting feedback • Trying something new • You and your colleagues – The third circle • In the classroom • In the staffroom • In and out • You and your school – The fourth circle • Approaching change • Approaching colleagues • You and your profession – The fifth circle • A qualified teacher • A professional teacher • A developing teacher • Part C: A teacher diary • A teacher portfolio • A teacher development scheme. |
| 650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM |
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| Topical term or geographic name as entry element |
Education |
| 650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM |
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| Topical term or geographic name as entry element |
Practical Activities |
| 9 (RLIN) |
2754 |
| 650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM |
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| Topical term or geographic name as entry element |
Professional Development |
| 9 (RLIN) |
2755 |
| 942 ## - ADDED ENTRY ELEMENTS (KOHA) |
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| Source of classification or shelving scheme |
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| Item type |
[BK] |