Please use this identifier to cite or link to this item:
https://ah.lib.nccu.edu.tw/handle/140.119/68056| DC Field | Value | Language |
|---|---|---|
| dc.contributor | 英文系 | en_US |
| dc.creator | 黃怡萍 | zh_TW |
| dc.creator | Huang, Yi-Ping | en_US |
| dc.date | 2006.01 | en_US |
| dc.date.accessioned | 2014-08-04T03:45:34Z | - |
| dc.date.available | 2014-08-04T03:45:34Z | - |
| dc.date.issued | 2014-08-04T03:45:34Z | - |
| dc.identifier.uri | http://nccur.lib.nccu.edu.tw/handle/140.119/68056 | - |
| dc.description.abstract | This chapter discusses how two teachers metaphorically and narratively constructed their knowledge in English as a foreign language (EFL) learning contexts. The data suggest cross-cultural similarity in that the two teacher participants spontaneously used metaphors as an outlet to reveal their inner concerns and needs for practical or experiential knowledge, including pedagogical content knowledge, as well as knowledge of self and context. Pedagogical implications are raised as are future research possibilities. | en_US |
| dc.format.extent | 12815973 bytes | - |
| dc.format.mimetype | application/pdf | - |
| dc.language.iso | en_US | - |
| dc.relation | Curriculum and Teaching Dialogue, 8(1),225-238 | en_US |
| dc.title | Metaphors and experiencing teaching | en_US |
| dc.type | article | en |
| item.grantfulltext | restricted | - |
| item.openairetype | article | - |
| item.fulltext | With Fulltext | - |
| item.openairecristype | http://purl.org/coar/resource_type/c_18cf | - |
| item.languageiso639-1 | en_US | - |
| item.cerifentitytype | Publications | - |
| Appears in Collections: | 期刊論文 | |
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