Reading discussion groups for teachers: connecting theory to practice.

Autor/inn/en	Fenton-Smith, Ben; Stillwell, Christopher
Titel	Reading discussion groups for teachers: connecting theory to practice.
Quelle	In: ELT journal, 65 (2011) 3, S. 251-259 PDF als Volltext Link als defekt meldenVerfügbarkeit
Beigaben	Anmerkungen 2; Literaturangaben
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0013-8290; 0307-8337; 0951-0893; 1477-4526
DOI	10.1093/elt/ccq058
Schlagwörter	Empirische Forschung; Einstellung (Psy); Lehrer; Gruppenarbeit; Methodik; Fremdsprachenunterricht; Englischunterricht; Hochschule; Diskussion; Effizienz
Abstract	The article explores how teachers can engage with ideas (research findings, theory, and professional knowledge) through participation in a reading discussion group. Focusing on one group formed by English language teachers at a Japanese university, the study employs survey data, attendance statistics, and observational notes regarding the group's meetings over one school term to investigate the relative merits of six discussion formats, varied according to the type of text discussed (conference presentation slide handout, opinion piece, plenary address video, book chapter, book review, and transcribed interview) and, in one case, the participant make-up (an author was invited to discuss his own work). The paper also identifies group management practices that are most effective for facilitating participation. (Verlag, adapt.).
Erfasst von	Informationszentrum für Fremdsprachenforschung, Marburg
Update	2022/2