Bringing together multiple sources of data and combining existing theories across language teacher cognition, teacher education, second language motivation and psychology, this empirically-grounded analysis of teacher development in action offers new insights into the complex and dynamic nature of language teachers' conceptual change.
Maggie Kubanyiova is Senior Lecturer in Educational Linguistics in the School of Education, University of Birmingham, UK. Her research interests concern language teacher development, second language learning and classroom interaction, classroom pedagogy and ecological approaches to research. Her recent book Motivating Learners, Motivating Teachers: Building Vision in the Language Classroom (Co-authored with Zoltan Doernyei, 2014) was highly commended for the HRH the Duke of Edinburgh English Language Book Award.
Prologue Acknowledgements Introduction Teacher Change Research: A Critical Overview Theories of Learning and Change in Psychology Pulling it Together: An Integrated Model of Language Teacher Conceptual Change The Study of Language Teachers' Conceptual Change: Grounded Theory Ethnography It's Not What They Know, It's Who They See: Ideal Selves as Central Cognitions in Conceptual Change Emotional Dissonance: Essential but Insufficient Catalyst for Conceptual Change When Change Threatens the Teachers' Sense of Self: Emotional Battles in Balancing Ideal, Ought-to and Feared Selves It's Not as Simple as It Sounds: Teacher Change as a Multifaceted, Situated, Emerging and Dynamic Process Conclusion: New Metaphors for Researching and Educating for Teacher Change Epilogue