Language Teacher Education
نویسنده
چکیده
Titles, we assume, are significant, and while Jon Roberts's Language Teacher Education promises a broad sweep, Michael Wallace's Action Research for Language Teachers indicates a much narrower focus. We might nevertheless expect the two to offer complementary routes (formal provision vs self-directed classroom-based enquiry) to the same end (professional development), that there would be recognition of this complementarity, and that both might also see action research as a learning option within formal teacher education.
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