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Reflecting on reflections: the spoken word as a professional development tool in language teacher education.

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dc.contributor.author Farr, Fiona
dc.date.accessioned 2015-08-12T09:20:50Z
dc.date.available 2015-08-12T09:20:50Z
dc.date.issued 2005
dc.identifier.uri http://hdl.handle.net/10344/4588
dc.description peer-reviewed en_US
dc.description.abstract The struggle for English Language Teaching (ELT), and by default language teacher education (LTE), to become recognized as fully-fledged professions is a continuing one (Wallace, 1991, pp. 4-6). However, increased professionalism in LTE has contributed greatly to its quest for independent disciplinary status in recent years. Some of these professional practices have occurred as a result of emerging philosophies, others because of empirical findings, and others still due to technical advances. en_US
dc.language.iso eng en_US
dc.publisher Palgrave Macmillan en_US
dc.relation.ispartofseries Spoken English, TESOL and Applied Linguistics Challenges for Theory and Practice, Hughes, Rebecca (ed);pp. 182-208
dc.relation.uri http://www.palgrave.com/page/detail/spoken-english-tesol-and-applied-linguistics-rebecca-hughes/?K=9781403936325
dc.rights This extract is taken from the author''s original manuscript and has not been editied. The definitive, published, version of record is available here: http://www.palgrave.com/page/detail/spoken-english-tesol-and-applied-linguistics-rebecca-hughes/?K=9781403936325 en_US
dc.subject English en_US
dc.subject language en_US
dc.subject teaching en_US
dc.title Reflecting on reflections: the spoken word as a professional development tool in language teacher education. en_US
dc.type info:eu-repo/semantics/bookPart en_US
dc.type.supercollection all_ul_research en_US
dc.type.supercollection ul_published_reviewed en_US
dc.date.updated 2015-08-12T08:26:22Z
dc.description.version ACCEPTED
dc.rights.accessrights info:eu-repo/semantics/openAccess en_US
dc.internal.rssid 1113036
dc.internal.copyrightchecked Yes
dc.description.status Peer reviewed


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