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"The focus of this book is to explore teachers' evolving personal epistemologies, or the beliefs we hold about the origin and development of knowledge in the context of teaching. The chapters focus on a range of conceptual frameworks about how university and field-based experiences influence the connections between teachers' personal epistemologies and teaching practice. In an earlier volume we investigated ways in which we might change preservice teachers' beliefs and teaching practice (Brownlee, Schraw and Berthelsen, 2011). While we addressed the nature of teachers' personal epistemology, learning and teaching practices, and approaches for changing beliefs throughout teacher education programs, the volume did not address conceptual frameworks for the development of teacher's personal epistemologies. The book is focused on teacher educators, teachers and teacher education programmers in universities with an overall aim of highlighting how we might support students to engage in learning that is challenging and to engage in professional experiences that promote changes in teaching practice. We argue that students need to be encouraged to question their beliefs and develop increasingly sophisticated beliefs about their knowledge and their students' knowledge that facilitate learning and intellectual growth"--

Teachers --- Epistemics. --- General semantics --- Knowledge, Theory of --- Attitudes.

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Pragmatics. --- Pragmalinguistics --- General semantics --- Language and languages --- Logic, Symbolic and mathematical --- Semantics (Philosophy) --- Philosophy

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All of the papers included in this volume offer some novel and/or updated perspective on issues of central importance in pragmatics, suggesting original ways in which research in the particular areas they adhere to could advance. Apart from the obvious aim of motivating further discussion on the topics it touches on, a central objective of this volume is to underline that research in pragmatics can and does substantially inform research in numerous other fields of enquiry, namely philosophy, cognitive science, linguistics and conversation analysis, revealing in this way the truly interdisciplinary nature of pragmatics theorizing. In this respect, and given that most of the contributions in this volume are from leading scholars in their respective fields, it is clearly expected that the ideas put forth in this volume will have a profound and long-lasting impact for future research in the area.

Cognitive grammar. --- Pragmatics. --- Pragmalinguistics --- General semantics --- Language and languages --- Logic, Symbolic and mathematical --- Semantics (Philosophy) --- Cognitive linguistics --- Grammar, Comparative and general --- Psycholinguistics --- Philosophy --- Conversational Analysis. --- Linguistics. --- Philosophy.

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Pragmatics. --- Blind. --- Blind people --- Blind persons --- Blindness --- People with visual disabilities --- Deafblind people --- Pragmalinguistics --- General semantics --- Language and languages --- Logic, Symbolic and mathematical --- Semantics (Philosophy) --- Patients --- Philosophy

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Intercultural Pragmatics is a large and diverse field encompassing a wide range of approaches, methods, and theories. This volume draws scholars together from a broad range of cognitive, philosophical, and sociopragmatic perspectives on language use in order to lay the path for a mutually informing and enriching dialogue across subfields and perceived barriers to doing pragmatics interculturally.

Pragmatics. --- Intercultural communication. --- Cross-cultural communication --- Communication --- Culture --- Cross-cultural orientation --- Cultural competence --- Multilingual communication --- Technical assistance --- Pragmalinguistics --- General semantics --- Language and languages --- Logic, Symbolic and mathematical --- Semantics (Philosophy) --- Anthropological aspects --- Philosophy