| dc.contributor | 英文系 | en_US |
| dc.creator (作者) | 黃怡萍 | zh_TW |
| dc.creator (作者) | Huang, Yi-Ping | en_US |
| dc.date (日期) | 2006.01 | en_US |
| dc.date.accessioned | 4-八月-2014 11:45:34 (UTC+8) | - |
| dc.date.available | 4-八月-2014 11:45:34 (UTC+8) | - |
| dc.date.issued (上傳時間) | 4-八月-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),225-238 | en_US |
| dc.title (題名) | Metaphors and experiencing teaching | en_US |
| dc.type (資料類型) | article | en |
