From experience to knowledge in ELT

Julian Edge, Sue Garton

Research output: Book/ReportBook

Abstract

From Experience to Knowledge in ELT investigates the developing discourses of English Language teachers in a variety of international contexts. By analysing how professional development takes place through participation in professional discourse, the chapters shed light on what teachers do and why they do it. - Better understand what they have already learned through their teaching - use that new understanding to develop their teaching - prepare to gain a recognised qualification (such as the Cambridge Teacher Knowledge Test) Using short extracts from published course books as examples, From Experience to Knowledge in ELT offers the teacher reliable procedures and alternatives, as well as ways of thinking about developing a personal teaching style.
Original languageEnglish
Place of PublicationOxford
PublisherOxford University Press
Number of pages224
ISBN (Print)9780194422710
Publication statusPublished - 2009

Publication series

NameOxford Handbooks for Language Teachers
PublisherOxford University Press

Fingerprint

teacher
experience
teaching style
discourse
Teaching
qualification
English language
participation

Keywords

  • English teacher
  • lack formal training
  • personal teaching style

Cite this

Edge, J., & Garton, S. (2009). From experience to knowledge in ELT. (Oxford Handbooks for Language Teachers). Oxford: Oxford University Press.
Edge, Julian ; Garton, Sue. / From experience to knowledge in ELT. Oxford : Oxford University Press, 2009. 224 p. (Oxford Handbooks for Language Teachers).
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Edge, J & Garton, S 2009, From experience to knowledge in ELT. Oxford Handbooks for Language Teachers, Oxford University Press, Oxford.

From experience to knowledge in ELT. / Edge, Julian; Garton, Sue.

Oxford : Oxford University Press, 2009. 224 p. (Oxford Handbooks for Language Teachers).

Research output: Book/ReportBook

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Edge J, Garton S. From experience to knowledge in ELT. Oxford: Oxford University Press, 2009. 224 p. (Oxford Handbooks for Language Teachers).