A Sociocultural Perspective on Cultivating Teachers' Professional Development
Author: Karen E. Johnson
Category: Foreign Language Study
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 education pedagogy.
The Routledge Handbook of English Language Teacher Education provides an accessible, authoritative, comprehensive and up-to-date resource of English language teacher education. With an overview of historical issues, theoretical frameworks and current debates, this handbook provides unique insights into a range of teacher education contexts, focusing on key issues relating to teacher and learner priorities, language and communication, current practices, reflective practice, and research. Key features include: a cross-section of current theories, practices and issues, providing readers with a resource which can be used in a variety of contexts; the use of data, transcripts and tasks to highlight and illustrate a range of practices, including examples of ‘best practice’; ‘snapshots’ of ELTE from a number of contexts taken from all around the world; and examples of current technological advances, contemporary thinking on reflective practice, and insights gained from recent research. This wide-ranging and international collection of chapters has been written by leading experts in the field. The Routledge Handbook of English Language Teacher Education is sure to be core reading for students, researchers and educators in applied linguistics, TESOL and language education.
A Sociocultural Perspective on Preservice Teachers’ Learning in the Professional Experience
Author: Minh Hue Nguyen
This book examines a range of complex issues concerning the professional experience (i.e., practicum) in English language teacher education with regard to curriculum design and implementation, as well as professional learning. Drawing on a sociocultural perspective, it explores the context of the professional experience, preservice teachers as learners of English language teaching, and the activity of learning to teach English language in connection with interrelated contextual and personal issues: contextual issues such as policies, curricula, university-school partnerships, and mentoring relations are investigated in relation to personal issues such as the beliefs, expectations, prior educational experiences, previous teaching experiences, and cultural-linguistic backgrounds of preservice teachers. In turn, the book addresses professional learning issues, including professional identity development, emotional experiences, and pedagogical learning, in depth. The book delves into the qualitative “fine-grained” aspects of the professional experience while also making valuable conceptual contributions through a sociocultural analysis of the professional learning experience, which can also be applied to research in other teacher education contexts. The findings presented here hold practical implications for English language teacher education in terms of developing a knowledge base for English language teaching and an effective model of professional experience to prepare English language teachers for working in today’s expanded, diverse and dynamic neoliberal contexts.
Even though many pre-service and in-service teacher programs now address information and computer technology, computer- assisted language learning (CALL) teacher education is still reported as inadequate. Why is this? This book elaborates on some of the existing concerns and through deft analysis of longitudinal data begins to piece together a future road map for CALL teacher education. The book adopts a sociocultural approach, based on the principle that teaching (and learning how to teach) is a long term, complex developmental process that operates through participation in social practices that come with the territory. Euline Cutrim Schmid highlights the need for situated and localized learning, pre-service and in-service collaboration and collaborative peer-assisted learning. Above all of this, the book recommends and proves the efficacy of socially aware and professional reflective practice. This is an essential sociolinguistic take on the computer learning revolution.
International Perspectives on Research, Curriculum and Practice
Author: Darío Luis Banegas
Publisher: Bloomsbury Publishing
Trainees' voices, beliefs and experiences as learners, shaped by the tension and dialogue between internal and external theories of teaching and learning, inevitably penetrate the Initial English Language Teacher Education (IELTE) curriculum. Scrutinising these beliefs and experiences, Initial English Language Teacher Education provides readers with vivid and informed accounts of IELTE from around the world. Approaching IELTE from a sociocultural perspective, the authors analyse future teachers' trajectories and educational histories in order to understand their experiences as learners, unpack internal beliefs, and problematise the relationships between such beliefs with theories and research in the field. Exploring accounts from a number of under-researched contexts, Initial English Language Teacher Education investigates and analyses perspectives from Argentina, Brazil, China, Colombia, Kenya, Singapore, South Africa, Spain and Uruguay. Through the eyes of future teachers, the chapters address issues such as: trainee motivation, tensions between theory and practice, role of feedback, teacher development and identity, critical pedagogies, online teacher education and intercultural awareness.
Design, Implementation, and Pedagogy in an Era of Change
Author: Chang Pu
Publisher: Taylor & Francis
Recognizing new opportunities and challenges brought about by technological and social change, as well as the COVID-19 pandemic, this volume explores innovative design, implementation, and pedagogy for practica experiences in teacher education programs in the field of Teaching English to Speakers of Other Languages. By showcasing research and practice undertaken in a range of teacher education courses and programs, the volume offers evidence-based approaches to enhancing pre- and in-service teachers’ learning and cultural awareness. Chapters come together coherently to address issues and explore innovative structures revolving around high-quality TESOL practica. Particular attention is paid to emerging opportunities offered by virtual and simulated learning in online and in-person practica, as well as potential changes to best practice in community-based programs. Using a diverse set of lenses to examine the practical, theoretical, and methodological aspects of TESOL practica, this volume will be of interest to students, scholars and researchers with an interest in TESOL education, as well as in open and distance education.
Initial Language Teacher Education provides language teacher researchers, as well as teachers of teachers, with an introduction to research on how language teachers learn to teach before they begin practicing. Theoretical work is organized into the author’s original framework, which fosters the exploration of student teachers’ experiences as learners, while helping them develop core concepts, practices, and dispositions that encourage excellence in teaching. This innovative framework also provides mediated learning experiences designed around student teachers’ professional development, an approach that helps them to theorize their own practices and take ownership of their own professional development at an intellectual level. By combining a strong and updated research base with practical classroom tools that have been extensively piloted, Initial Language Teacher Education bridges the gap between theory and practice in teacher education and is a key resource for students, researchers, and instructors in language teaching.
TESOL Teacher Education in a Transnational World critically examines theories and practices in contemporary TESOL teacher education to shed new light on the intersection of transnationalism and language teacher education. It emphasizes the scholarship of transnational mobility of language teachers, and showcases critical research from diverse contexts. The book fills a critical research gap by more fully examining the theory and practice of teacher education in a changing time when national identities and cross-border mobilities continue to figure prominently in scholarly discussions. Through a diverse set of epistemological, historical and theoretical perspectives along with methodological innovations, contributors of this volume not only index the dynamism of the scholarship of teacher education, but they also offer new forums for lively pedagogical debates. Featuring contributions from diverse educational and geographical contexts, including Europe, Asia, North America, and Latin America, the book moves the existing scholarship forward to more fully examine TESOL teacher education in relation to transnationalism. This book will be of great interest to academics, scholars, post-graduate students, teacher educators, policymakers, curriculum specialists, administrators, and other stakeholders interested in language teacher education, TESOL and applied linguistics
Providing a series of chapters, written by teacher educators in three continents, this edited volume explores the concepts, challenges, possibilities, and implementations of competency-based instruction for developing English competencies in English as a foreign language (EFL) contexts. Recent trends in education have emphasized the need to develop competencies that connect learning with real-life performances. This need has brought about a massive increase in the number of studies and scholarly works devoted to research into competency-based education. However, for teachers and learners of EFL, it is challenging to develop competencies for using a language that does not seem to connect with their real-life scenarios. The chapters apply the concept of competency-based instruction in different EFL contexts and are structured around three themes: Theory: current thoughts on theories of competency-based education Research: empirical research on competency-based teacher education Practice: integrating competency-based instruction into teacher education This book offers examples of competency-based EFL teacher education through both research and practical applications. In addition to the innovation in competency approaches, the inclusion of language learning in virtual environments offers a valuable resource for scholars, educators, researchers, and all those concerned with current and future education.