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| Format: | Artículo científico |
| Language: | en |
| Published: |
Universidad Nacional de Colombia
2006
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| Online Access: | https://www.redalyc.org/articulo.oa?id=169213802014 |
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Table of Contents:
- Informing Language Teaching through Language Learning Shelley A. Spencer Educación EFL fun TESOL isolated activities Teacher development texts generally work from the assumption that teachers have a number of colleagues and mentors available to share ideas with and seek guidance from. While this might be so in the ESL context, EFL teachers working outside of their culture can be very isolated. This reflective article looks at some of the problem scenarios faced by one EFL teacher in pursuit of professional development and the dilemma over assumed contemporary teaching practices until finding a solution close at hand: using one's own concurrent language learning experiences to inform others of one's beliefs about teaching and learning. In the process, the relationship between teacher and learners changed dramatically. The practice of attending more consciously to one's own language learning experiences may help other teachers in making certain decisions in their practice. 2006 artículo científico 1657-0790 https://www.redalyc.org/articulo.oa?id=169213802014 en http://www.redalyc.org/revista.oa?id=1692 Profile: Issues in Teachers' Professional Development application/pdf Universidad Nacional de Colombia Profile: Issues in Teachers' Professional Development (Colombia) Num.7