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.
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.Hinweis: Dieser Artikel kann nur an eine deutsche Lieferadresse ausgeliefert werden.
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.
Inhaltsangabe
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
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
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