This is an updated version of 'the' teacher training course for teachers and trainee teachers preparing for the Cambridge ESOL Teaching Knowledge Test (TKT) Modules 1, 2 and 3 or other initial teacher training qualifications.
This is 'the' teacher training course for teachers and trainee teachers preparing for the Cambridge ESOL TKT 'Knowledge About Language' (KAL) Module. The TKT Course KAL Module is a comprehensive self-study course with a complete KAL Practice Test and full answer key, making it perfect for all candidates preparing for TKT KAL on their own or with the support of a tutor. It contains 18 units that cover the four parts of the KAL test - Lexis, Phonology, Grammar and Discourse. These units introduce readers to the concepts and terms related to the English language that are important for teachers and for the test.
This is 'the' teacher training course for teachers and trainee teachers preparing for the Cambridge ESOL Teaching Knowledge Test (TKT) Modules 1, 2 and 3 or other initial teacher training qualifications.
This work gives a detailed history and defense of the Advent Movement of the 1840's known as Millerism, the movement from which the Seventh-day Adventist denomination sprang. The book is based on original sources, William Miller's correspondence, contemporaneous books, pamphlets, journals, newspapers. The first half is devoted to the history of the movement, and the second half to an examination of charges made against the Advent believers, such as that they wore ascension robes, that the Millerite preaching filled the asylums, and so forth.
This innovative volume is a collection of highly personal, contextualized stories of teachers inquiring into their own experiences as learners of language teaching. As such, their stories of inquiry represent the journey of how they know as well as what they know. The intent of this collection is to bring teachers "ways of knowing" into our professional conversations so as to transform our understandings of language teachers and language teaching. By making teachers’ ways of knowing public, open to review by others, and accessible to others in this profession, the editors hope to validate language teachers’ ways of knowing and the activity of language teaching in ways afforded to other forms of scholarly work. The editors encourage readers to look for multiple interpretations and multiple layers of meaning in these stories, and in doing so, hope to change our collective perceptions of what counts as knowledge, who is considered knowledgeable, and what counts as professional development in language teacher education.Preservice and inservice teachers will benefit from the insights provided in this book, as will Language Teacher Educators and education researchers.