Taking a Vygotskian sociocultural stance, this book demonstrates
the meaningful role that L2 teacher educators and L2 teacher
education play in the professional development of L2 teachers
through systematic, intentional, goal-directed, theorized L2
teacher education pedagogy. The message is resoundingly clear:
Teacher education matters! It empirically documents the ways in
which engagement in the practices of L2 teacher education shape how
teachers come to think about and enact their teaching within the
sociocultural contexts of their learning-to-teach experiences.
Providing an insider's look at L2 teacher education pedagogy, it
offers a close up look at teacher educators who are skilled at
moving L2 teachers toward more theoretically and pedagogically
sound instructional practices and greater levels of professional
expertise. First, the theoretical foundation and educational
rationale for exploring what happens inside the practices of L2
teacher education are established. These theoretical concepts are
then used to conduct microgenetic analyses of the moment-to-moment,
asynchronous, and at-a-distance dialogic interactions that take
place in five distinct but sometimes overlapping practices that the
authors have designed, repeatedly implemented, and subsequently
collected data on in their own L2 teacher education programs.
Responsive mediation is positioned as the nexus of mindful L2
teacher education and proposed as a psychological tool for teacher
educators to both examine and inform the ways in which they design,
enact, and assess the consequences of their own L2 teacher
|Country of origin:
||ESL & Applied Linguistics Professional Series
Karen E. Johnson
• Paula R. Golombek
||Electronic book text
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