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TitleMetaphors and experiencing teaching
Creator黃怡萍
Huang, Yi-Ping
Contributor英文系
Date2006.01
Date Issued4-Aug-2014 11:45:34 (UTC+8)
SummaryThis 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.
RelationCurriculum and Teaching Dialogue, 8(1),225-238
Typearticle
dc.contributor 英文系en_US
dc.creator (作者) 黃怡萍zh_TW
dc.creator (作者) Huang, Yi-Pingen_US
dc.date (日期) 2006.01en_US
dc.date.accessioned 4-Aug-2014 11:45:34 (UTC+8)-
dc.date.available 4-Aug-2014 11:45:34 (UTC+8)-
dc.date.issued (上傳時間) 4-Aug-2014 11:45:34 (UTC+8)-
dc.identifier.uri (URI) http://nccur.lib.nccu.edu.tw/handle/140.119/68056-
dc.description.abstract (摘要) 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 (關聯) Curriculum and Teaching Dialogue, 8(1),225-238en_US
dc.title (題名) Metaphors and experiencing teachingen_US
dc.type (資料類型) articleen