000			01265nam a2200265Ia 4500
001			7420
008			121227s1998 enk 000 0 eng d
020			_a0521555353
040			_aEC-QuPUC _bspa _erda
082	0	4	_a428.24072 _bW1876a
100			_qWallace, Michael J.
245	1	0	_aAction research for language teachers / Michael J. Wallace _c
250			_a1
264		0	_aCambridge [etc.]: _bCambridge University Press, _c1998
300			_a273 páginas : _bilustraciones ; _c23 cm.
336			_atxt
337			_an
338			_anc
490	0		_aCambridge teacher training and development
504			_aIncludes bibliographical references (p. 266-269) and indexes.
505	0		_a1. Why action research?.-- 2. Selecting and developing a topic.-- 3. Collecting the data.-- 4. Field-notes, logs, journals, diaries and personal accounts.-- 5. Verbal reports.-- 6. Observation techniques: recording and analysing classroom skills.-- 7. Questionnaires and interviews.-- 8. case study approach.-- 9. Evaluation and trialling: teaching materials.-- 10. No teacher is an island: some approaches to sharing ideas.
650	1	4	_aIDIOMA INGLÉS
830		0	_aCambridge teacher training and development.
942	0	0	_00 _cBK
999			_c213928 _d213928