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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Hits 1 – 16 of 16 1 EXAMINING NON-ESOL CLASSROOM TEACHER KNOWLEDGE AND PRACTICES FOR EDUCATING SECONDARY ENGLISH LEARNERS Quick-McQueen, Contina. - 2017 BASE Show details 2 ELEMENTARY TEACHERS’ KNOWLEDGE, PRACTICES, AND PERCEPTIONS OF TEACHING ENGLISH LEARNERS Adams, Wauchilue D.. - 2017 BASE Show details 3 'Dealing with' unexpected learner contributions in whole group activities: an examination of novice language teacher discursive practices Fagan, Drew S. In: Classroom discourse. - London [u.a.] : Routledge, Taylor & Francis Group 3 (2012) 2, 107-128 BLLDB OLC Linguistik Show details 4 On Language Teachers’ Classroom Practices: Bridging Conversation Analysis with Language Teacher Education Research Fagan, Drew S.. - 2012 BASE Show details 5 On Language Teachers’ Classroom Practices: Bridging Conversation Analysis with Language Teacher Education Research ... Fagan, Drew S.. - : Studies in Applied Linguistics and TESOL, 2012 BASE Show details 6 On Language Teachers’ Classroom Practices: Bridging Conversation Analysis with Language Teacher Education Research ... Fagan, Drew S.. - : Columbia University, 2012 BASE Show details 7 Teacher Knowledge as Context Fagan, Drew S.. - 2010 Abstract: Research has shown that teachers bring into the classroom multiple domains of knowledge, including disciplinary knowledge, pedagogical content knowledge (i.e., the process of relaying disciplinary knowledge to students), knowledge of how learning occurs, knowledge of students’ learning styles, knowledge of curricular and contextual demands, their own personal practical knowledge (e.g., experiences in the classroom as a student; cultural norms surrounding the role of a teacher), and knowledge of how to reflect on all of these domains in order to adapt one’s teaching accordingly. This piece will briefly explain and demonstrate the importance in examining teacher knowledge as context within classroom discourse analysis in order to enrich the understanding of what is happening in classroom interaction and explain why it is so. Keyword: Applied linguistics; Classroom environment; Context (Linguistics); Language and languages--Study and teaching; Teachers URL: https://doi.org/10.7916/d8-5fa6-7h61 BASE Hide details 8 An Interview with Professor Antony Kunnan Fagan, Drew S.; Wai Man Lew, Adrienne. - 2010 BASE Show details 9 Teacher Knowledge as Context ... Fagan, Drew S.. - : Studies in Applied Linguistics and TESOL, 2010 BASE Show details 10 An Interview with Professor Antony Kunnan ... Fagan, Drew S.; Wai Man Lew, Adrienne. - : Columbia University, 2010 BASE Show details 11 Teacher Knowledge as Context ... Fagan, Drew S.. - : Columbia University, 2010 BASE Show details 12 Knowing Your Reader: Text-External Influences on Textual Features in Résumé Construction Fagan, Drew S.. - 2008 BASE Show details 13 Knowing Your Reader: Text-External Influences on Textual Features in Résumé Construction ... Fagan, Drew S.. - : Studies in Applied Linguistics and TESOL, 2008 BASE Show details 14 Teachers as Learners: Incorporating Sociocultural Theory into L2 Teacher Education ... Fagan, Drew S.. - : Studies in Applied Linguistics and TESOL, 2008 BASE Show details 15 Knowing Your Reader: Text-External Influences on Textual Features in Résumé Construction ... Fagan, Drew S.. - : Columbia University, 2008 BASE Show details 16 Pedagogical Appreciation from a Theoretical Perspective ... Fagan, Drew S.. - : Studies in Applied Linguistics and TESOL, 2007 BASE Show details

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