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  • Beyond Training: Perspectives on Language Teacher Education

    Beyond Training by Richards, Jack C.;

    Perspectives on Language Teacher Education

    Series: Cambridge Language Teaching Library;

      • GET 10% OFF

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      • Publisher's listprice GBP 41.53
      • The price is estimated because at the time of ordering we do not know what conversion rates will apply to HUF / product currency when the book arrives. In case HUF is weaker, the price increases slightly, in case HUF is stronger, the price goes lower slightly.

        21 018 Ft (20 017 Ft + 5% VAT)
      • Discount 10% (cc. 2 102 Ft off)
      • Discounted price 18 916 Ft (18 015 Ft + 5% VAT)

    21 018 Ft

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    Availability

    Estimated delivery time: In stock at the publisher, but not at Prospero's office. Delivery time approx. 3-5 weeks.
    Not in stock at Prospero.

    Why don't you give exact delivery time?

    Delivery time is estimated on our previous experiences. We give estimations only, because we order from outside Hungary, and the delivery time mainly depends on how quickly the publisher supplies the book. Faster or slower deliveries both happen, but we do our best to supply as quickly as possible.

    Product details:

    • Publisher Cambridge University Press
    • Date of Publication 13 February 1998

    • ISBN 9780521626804
    • Binding Paperback
    • No. of pages228 pages
    • Size 230x148x23 mm
    • Weight 315 g
    • Language English
    • 0

    Categories

    Short description:

    This book examines the nature of second language teacher development.

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    Long description:

    Beyond Training examines the nature of second language teacher development and how teachers' practices are influenced by their beliefs and principles. It seeks to move discussion of language teacher development beyond the level of "training," which reflects a technical view of specific teaching practices. Instead, it takes a more holistic approach to teacher development built on the notion of the teacher as critical and reflective thinker. The argument pursued throughout is that teacher education needs to engage teachers not merely in the mastery of techniques, but in an exploration of the knowledge, beliefs, and attitudes that underly their teaching practices.

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