Pierangela Diadori (ed.). 2012. «How to Train Language Teacher Trainers»

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How to Train Language Teacher Trainers

Azken hamarkadetan, diru-kopuru handia erabili da Europan profesionalak prestatzeko: bai hizkuntza-irakasle laguntzaileak, bai lanaldi osoko dedikazioa duten irakasle finkoak nahiz aholkulariak; eta, bitartean, irakasle-hezitzailearen lanbide berria sortu da. Gero eta garrantzitsuagoa da etorkizuneko irakasle-hezitzaileak ez daitezen izan soilik eskarmentu handiko irakasleak edo diziplina jakin batzuetako akademiko jantziak, eta, horregatik, gero eta garrantzizkoagoa da euren rola ezagutzen duten profesionalak izatea, eta, era berean, gero eta garrantzizkoagoa da irakasle horiek ezagutzea Europan edo beste zenbait tokitan egin ohi den irakasleen prestakuntza-sustapenaren nondik norakoak, baita hainbat hezkuntza-testuingurutan gauzatzen diren esperientziak ere.

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Pierangela Diadori (ed.). 2012. «How to Train Language Teacher Trainers». Newcastle upon Tyne: Cambridge Scholars Publishing, 255 pages. ISBN (13): 978-1-4438-4023-1 ISBN (10): 1-4438-4023-8

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More information

. An examination of major issues and case studies in language teacher training. And a state-of-the-art compendium of current researches on quality teacher training in Europe.
. It describes research issues and research findings in teacher education, which are needed to design teacher education programmes, and it reports significant and innovative practices in teacher education. It therefore ensures a consistent and standardised approach to quality language teaching.
  The book will help to articulate a theoretical framework for second language teaching education.
. It will also clarify some of the central issues and provide new insights on how to train and assess language teacher trainers for a wide range of users.
Answers to the following questions will be found:
What are the guidelines of European language policy regarding learning, teaching, and assessing of language teacher training?
What European documents have been published over the last few years and what are their purposes?
 How can quality be promoted in language teacher education?
What are the implications for language teacher trainers in Europe for preservice and in-service teacher programmes?
How could teachers and language teacher trainers benefit from the use of reference works, such as the Common European Framework of Reference for Languages, the European Portfolio for Student Teachers of Languages, the European Profile for Language Teacher Education, QualiTraining, The TrainEd Kit or the European Profiling Grid?