Del i serien ESL & Applied Linguistics Professional Series

Second Language Teacher Education

A Sociocultural Perspective

Inbunden, Engelska, 2009

AvKaren E. Johnson

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'… A beautifully written, articulate and compelling argument for a sociocultural perspective on second language teacher education . . . Essential reading for all who wish to understand this perspective.' – David Nunan, University of Hong Kong'…Significant and timely. Johnson is masterful at writing in an engaging, transparent prose about complex concepts. It’s a rare scholar who can write prose like this. Throughout my reading I wanted to engage in dialogue with her – this is a sure sign of a great book." – Diane Tedick, University of Minnesota, USAThis book presents a comprehensive overview of the epistemological underpinnings of a sociocultural perspective on human learning and addresses in detail what this perspective has to offer the field of second language teacher education. Captured through five changing points of view, it argues that a sociocultural perspective on human learning changes the way we think about how teachers learn to teach, how teachers think about language, how teachers teach second languages, the broader social, cultural, and historical macro-structures that are ever present and ever changing in the second language teaching profession, and what constitutes second language teacher professional development. Overall, it clearly and accessibly makes the case that a sociocultural perspective on human learning reorients how the field understands and supports the professional development of second language teachers.

Produktinformation

Utgivningsdatum2009-05-21
Mått152 x 229 x 13 mm
Vikt460 g
FormatInbunden
SpråkEngelska
SerieESL & Applied Linguistics Professional Series
Antal sidor160
FörlagTaylor & Francis Ltd
ISBN9780415800785

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PrefaceChapter 1: Defining a Sociocultural PerspectiveChanging Points of ViewTeachers as Learners of Teaching Language as Social PracticeTeaching as Dialogic MediationMacro-Structures and the L2 Teaching ProfessionInquiry-Based Approaches to Professional DevelopmentFuture Challenges for L2 Teacher EducationChapter 2: Shifting Epistemologies in Teacher EducationOvercoming a Positivistic Epistemological PerspectiveShifting towards an Interpretative Epistemological Perspective Emerging Research on Teacher CognitionReconceptualizing the Knowledge-base of L2 Teacher EducationA Sociocultural Perspective on L2 Teacher EducationChapter 3: Teachers as Learners of Teaching Understanding Teacher Learning from a Sociocultural Perspective"Seeing" Teaching Learning Teacher-Authored Accounts of Professional DevelopmentMediational Means in the Zone of Proximal DevelopmentDisciplinary Knowledge and Concept DevelopmentTransformation of Activity: Teacher Learning – Student LearningChapter 4: Language as Social PracticeDefining Knowledge About LanguageLanguage as Social Practice Embracing Language as Social Practice in L2 Teacher EducationDeveloping Teachers’ Awareness of Language as Social PracticeAnalyzing E-mail MessagesAnalyzing Classroom TranscriptsBuilding Curriculum from Contexts of UseChapter 5: Teaching as Dialogic MediationTeaching, Learning, and DevelopmentThe Development of Conceptual ThinkingReconceptualizing the Concepts of Methodology, Language’, and Teaching Reconceptualizing Reading Comprehension InstructionScaffolded Learning and Assisting PerformanceTeachers’ Questioning PatternsMaximizing Classroom InteractionChapter 6: Macro-Structures and the Second Language Teaching ProfessionActivity Theory: An OverviewEducational Reforms PoliciesEnglish Language Educational Reform Policies in South Korea Contradictions and InterventionsRedesigning a School Community: The Case of a Finnish Middle SchoolImplementing Educational Reform Policies: The Teaching Practicum in South KoreaThe Power of High-Stakes Language Testing Constructing a Student: The Case of JoonConstructing a Student: The Case of Noelle Chapter 7: Inquiry-based Approaches to Professional DevelopmentThe Narrative Nature of Teachers’ AccountsThe School Context and Culture in which Teachers’ Accounts EmergeLinkages between Teachers’ Accounts and Professional DiscoursesThe Zone of Proximal Development as a Mediational SpaceModels of Inquiry-Based Professional DevelopmentCritical Friends Groups Peer CoachingLesson Study Groups Cooperative DevelopmentTeacher Study GroupsChapter 8: Future Challenges for Second Language Teacher Education‘Located’ Second Language Teacher EducationLinking Teacher Learning and Student Learning Intellectual Tools of Inquiry vs. The Politics of AccountabilitySubject Index Author Index