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Author:   Karen E. Johnson (Pennsylvania State University, USA)
Publisher:   Taylor & Francis Ltd
Imprint:   Routledge
Dimensions:   Width: 15.20cm , Height: 1.00cm , Length: 22.90cm
Weight:   0.300kg
ISBN:  

9780415800792

ISBN 10:   041580079
Pages:   160
Publication Date:   21 May 2009
Audience:   College/higher education ,  General/trade ,  Tertiary & Higher Education ,  General
Format:   Paperback
Publisher's Status:   Active
Availability:   In Print  
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Table of Contents

"Preface Chapter 1: Defining a Sociocultural Perspective Changing Points of View Teachers as Learners of Teaching Language as Social Practice Teaching as Dialogic Mediation Macro-Structures and the L2 Teaching Profession Inquiry-Based Approaches to Professional Development Future Challenges for L2 Teacher Education Chapter 2: Shifting Epistemologies in Teacher Education Overcoming a Positivistic Epistemological Perspective Shifting towards an Interpretative Epistemological Perspective Emerging Research on Teacher Cognition Reconceptualizing the Knowledge-base of L2 Teacher Education A Sociocultural Perspective on L2 Teacher Education Chapter 3: Teachers as Learners of Teaching Understanding Teacher Learning from a Sociocultural Perspective ""Seeing"" Teaching Learning Teacher-Authored Accounts of Professional Development Mediational Means in the Zone of Proximal Development Disciplinary Knowledge and Concept Development Transformation of Activity: Teacher Learning – Student Learning Chapter 4: Language as Social Practice Defining Knowledge About Language Language as Social Practice Embracing Language as Social Practice in L2 Teacher Education Developing Teachers’ Awareness of Language as Social Practice Analyzing E-mail Messages Analyzing Classroom Transcripts Building Curriculum from Contexts of Use Chapter 5: Teaching as Dialogic Mediation Teaching, Learning, and Development The Development of Conceptual Thinking Reconceptualizing the Concepts of Methodology, Language’, and Teaching Reconceptualizing Reading Comprehension Instruction Scaffolded Learning and Assisting Performance Teachers’ Questioning Patterns Maximizing Classroom Interaction Chapter 6: Macro-Structures and the Second Language Teaching Profession Activity Theory: An Overview Educational Reforms Policies English Language Educational Reform Policies in South Korea Contradictions and Interventions Redesigning a School Community: The Case of a Finnish Middle School Implementing Educational Reform Policies: The Teaching Practicum in South Korea The Power of High-Stakes Language Testing Constructing a Student: The Case of Joon Constructing a Student: The Case of Noelle Chapter 7: Inquiry-based Approaches to Professional Development The Narrative Nature of Teachers’ Accounts The School Context and Culture in which Teachers’ Accounts Emerge Linkages between Teachers’ Accounts and Professional Discourses The Zone of Proximal Development as a Mediational Space Models of Inquiry-Based Professional Development Critical Friends Groups Peer Coaching Lesson Study Groups Cooperative Development Teacher Study Groups Chapter 8: Future Challenges for Second Language Teacher Education ‘Located’ Second Language Teacher Education Linking Teacher Learning and Student Learning Intellectual Tools of Inquiry vs. The Politics of Accountability Subject Index Author Index"

Reviews

I found this book pleasant, stimulating and enlightening reading, as well as a good source of information. I suggest it to whoever is interested not only in L2 teacher training but also in teacher training in general, because it is a valid example of how reflection on learning and on the teaching profession can fruitfully be developed in a sociocultural perspective. --British Journal of Educational Technology, Vol. 41: No. 2, 2010

Author Information

______________________________________________________________________________________ Karen E. Johnson is Liberal Arts Research Professor of Applied Linguistics at The Pennsylvania State University, and Co-director of the Center for Advance Language Proficiency Education and Research

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