Mindful L2 Teacher Education: A Sociocultural Perspective on Cultivating Teachers' Professional Development: ESL & Applied Linguistics Professional Series
Autor Karen E. Johnson, Paula R. Golombeken Limba Engleză Paperback – 19 feb 2016
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 education pedagogy.
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Specificații
ISBN-13: 9781138189799
ISBN-10: 1138189790
Pagini: 200
Ilustrații: 10
Dimensiuni: 152 x 229 x 13 mm
Greutate: 0.27 kg
Ediția:1
Editura: Taylor & Francis
Colecția Routledge
Seria ESL & Applied Linguistics Professional Series
Locul publicării:Oxford, United Kingdom
ISBN-10: 1138189790
Pagini: 200
Ilustrații: 10
Dimensiuni: 152 x 229 x 13 mm
Greutate: 0.27 kg
Ediția:1
Editura: Taylor & Francis
Colecția Routledge
Seria ESL & Applied Linguistics Professional Series
Locul publicării:Oxford, United Kingdom
Public țintă
General and UndergraduateCuprins
Contents
Preface
Acknowledgments
Notes on transcriptions
I. Laying the Foundation for Mindful L2 Teacher Education
Chapter 1: A Sociocultural Perspective on L2 Teacher Education
Chapter 2: Mediation in L2 Teacher Professional Development
II. Vygotsky and Vygotskian-Inspired Theoretical Concepts that Inform Responsive Mediation
Chapter 3: Obuchenie, Perezhivanie, and Growth Points
Chapter 4: Interthinking, the Intermental Developmental Zone, and Sociocultural Discourse Analysis
III. Exploring Responsive Mediation in L2 Teacher Development
Chapter 5: Re-conceptualizing Engineering Student Participation
Chapter 6: Reconciling One’s Teaching Personae
Chapter 7: Developing Pedagogical Content Knowledge
Chapter 8: Re-imagining Teacher Identity-in-Activity
Chapter 9: Conceptualizing Teaching In/Through Reflecting on Teaching
IV. Mindful L2 Teacher Education
Chapter 10: Responsive Mediation: The Nexus of Mindful L2 Teacher Education
Index
Preface
Acknowledgments
Notes on transcriptions
I. Laying the Foundation for Mindful L2 Teacher Education
Chapter 1: A Sociocultural Perspective on L2 Teacher Education
Chapter 2: Mediation in L2 Teacher Professional Development
II. Vygotsky and Vygotskian-Inspired Theoretical Concepts that Inform Responsive Mediation
Chapter 3: Obuchenie, Perezhivanie, and Growth Points
Chapter 4: Interthinking, the Intermental Developmental Zone, and Sociocultural Discourse Analysis
III. Exploring Responsive Mediation in L2 Teacher Development
Chapter 5: Re-conceptualizing Engineering Student Participation
Chapter 6: Reconciling One’s Teaching Personae
Chapter 7: Developing Pedagogical Content Knowledge
Chapter 8: Re-imagining Teacher Identity-in-Activity
Chapter 9: Conceptualizing Teaching In/Through Reflecting on Teaching
IV. Mindful L2 Teacher Education
Chapter 10: Responsive Mediation: The Nexus of Mindful L2 Teacher Education
Index
Notă biografică
Karen E. Johnson is Kirby Professor in Language Learning and Applied Linguistics, The Pennsylvania State University, USA.
Paula R. Golombek is Clinical Associate Professor, Linguistics, University of Florida, USA.
Paula R. Golombek is Clinical Associate Professor, Linguistics, University of Florida, USA.
Descriere
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 teachers through systematic, intentional, goal-directed, theorized teacher education pedagogy.