Peer reviewedERIC Number: EJ442256
Record Type: CIJE
Publication Date: 1991
Pages: N/A
Abstractor: N/A
ISBN: N/A
ISSN: ISSN-0742-051X
EISSN: N/A
Available Date: N/A
"To Make the Tacit Explicit": Teacher Education, Emerging Discourse, and Conceptions of Teaching.
Freeman, Donald
Teaching and Teacher Education, v7 n5-6 p439-54 1991
Presents a summary of the findings of an 18-month longitudinal study which examined how foreign language teachers' conceptions of their classroom practice developed as they participated in an inservice teacher education program. Discusses how shared professional discourse helped increase the complexity of their thinking. (SM)
Descriptors: Classroom Techniques, Critical Thinking, Discourse Analysis, Faculty Development, Graduate Study, Higher Education, Inservice Teacher Education, Language Teachers, Longitudinal Studies, Second Language Learning, Secondary Education, Self Concept, Summer Programs, Teacher Improvement, Thinking Skills
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Author Affiliations: N/A
