Teacher education

Abstract

HTML view is not available for this content. However, as you have access to this content, a full PDF is available via the ‘Save PDF’ action button. 03–192Catroux, Michèle (IUT Bordeaux I, France). Introduction à la Recherche-Action: Modalités d'une démarche théorique centrée sur la pratique. [An introduction to Action Research: Aspects of a practice-centred theoretical process.] Les Cahiers de l'APLIUT (Grenoble, France), 21, 3 (2002), 8–20.03–193Farrell, Thomas S. C. (Nat. Inst. of Ed./Nanyang Technological U., Singapore). Concept maps to trace conceptual change in preservice English teachers. RELC Journal (Singapore), 32, 2 (2001), 27–44.03–194González-Bueno, Manuela (U. of Kansas, USA). Pronunciation teaching component in SL/FL education programs. Training teachers to teach pronunciation. Applied Language Learning (Presidio of Monterey, CA, USA), 12, 2 (2001), 133–46.03–195Gwyn-Paquette, Caroline (U. of Sherbrooke, Quebec, Canada; Email: cgwyn@interlinx.qc.ca) and Tochon, François Victor. The role of reflective conversations and feedback in helping preservice teachers learn to use cooperative activities in their second language classrooms. The Modern Language Journal (Malden, MA, USA), 86, 2 (2002), 204–26.03–196Lamie, Judith (U. of Birmingham, UK; Email: j.m.lamie@bham.ac.uk). An investigation into the process of change: The impact of in-service training on Japanese teachers of English. Journal of In-service Education (Wallingford, UK), 28, 1 (2002), 135–61.03–197Lozano, Albert S., Sung, Hyekyung, Padilla, Amado M. and Silva, Duarte M. (Stanford U., California, USA). Evaluation of professional development for language teachers in California. Foreign Language Annals (New York, USA), 35, 2 (2002), 161–70.03–198Macrory, Gee (Inst. of Ed., The Manchester Metropolitan U., UK). Learning to talk like a language teacher: Crossing the boundary between university and school. Prospect (Macquarie U., Sydney, Australia), 17, 2 (2002), 62–70.03–199Narcy-Combes, Jean-Paul (Université de La Rochelle, France). La recherche-action en didactique des langues: apprentissage, compagnonnage ou évolution libre? [Action research for language teachers in French higher education: From a traditional approach to collegiality.] Les Cahiers de l'APLIUT (Grenoble, France), 21, 2 (2001), 40–52.03–200O'Brien, Teresa (U. of Manchester, UK). ‘Recherche-action’/‘Recherche basée sur la pratique’ et développement professionel. [Action research/Practice-based research and professional development.] Les Cahiers de l'APLIUT (Grenoble, France), 21, 2 (2001), 7–23.03–201Schocker-von Ditfurth, Marita (U. of Ed., Schwäbisch-Gmünd, Germany; Email: Marita@Schocker_Ditfurth.de) and Legutke, Michael K. Visions of what is possible in teacher education–or lost in complexity? ELT Journal (Oxford, UK), 56, 2 (2002), 162–71.03–202Sercu, Lies and Peters, Elke (KU Leuven, Belgium; Email: Lies.sercu@arts.kuleuven.ac.be) Learning e–learning–a comprehensive investigation of course developers' and language teacher trainees' views regarding the usefulness and effectiveness of a multimedia self-tuition course. ReCALL (Cambridge, UK), 14, 1 (2002), 32–46.03–203Ypsilandis, G. S. (U. of Macedonia, Thessaloniki, Greece; Email: ypsi@uom.gr). Feedback in distance education. Computer Assisted Language Learning (Lisse, The Netherlands), 15, 2 (2002), 167–81.