Treść książki
Przejdź do opcji czytnikaPrzejdź do nawigacjiPrzejdź do informacjiPrzejdź do stopki
2.8.3.
Negativeinfluencesonteachermotivation
2.8.3.1.
Stress
2.8.3.2.
Restrictedautonomy
2.8.3.3.
Insufficientself-efficacy
2.8.3.4.
Lackofintellectualchallenge
2.8.3.5.
Inadequatecareerstructure
2.8.4.
Themotivationoflanguageteachers
2.8.5.
ThePygmalioneffect
2.8.
Professionalburnout
2.9.1.
Causesofstressandprofessionalburnout
2.9.2.
Maslach’stheoryofburnout
2.9.3.
Psychosocialdeterminantsandcorrelativesofburnout
2.9.3.1.
Sociodemographicvariables
2.9.3.2.
Personalityandindividualvariables
2.9.3.3.
Variablesconnectedwithworkanditsorganization
2.10.
Professionaldevelopment
2.10.1
Definingprofessionaldevelopment
2.10.2.
Professionalandpersonaldevelopment
2.10.3.
Professionaldevelopmentandcommitment
2.10.4.
Reasonsforteacherdevelopment
2.10.4.1.
Institutionalperspective
2.10.4.2.
Personalperspective
2.10.5.
Teacher’seducationanddevelopmentandtheir
influenceoneducationservice
2.10.6.
Professionaldevelopmentvs.careerpromotion
CHAPTER3.
THEPROCESSOFBECOMING
AREFLECTIVETEACHER
3.1.
Theconceptofreflectiveteaching
3.2.
Thinkingaboutreflectiveteaching
3.2.1.
Theideaofreflection
3.2.2.
Criticalreflection
3.3.
Differentapproachestoreflectiveteaching
3.3.1.
TechnicalRationality
3.3.2.
Reflection-in-action
3.3.3.
Reflection-on-action
89
89
90
91
91
92
93
94
96
96
98
103
103
104
106
107
107
109
109
110
110
111
112
113
117
118
119
120
120
121
121
122
122
5
