Second language teacher education : a sociocultural perspective
著者
書誌事項
Second language teacher education : a sociocultural perspective
(ESL and applied linguistics professional series)
Routledge, 2009
- : pbk
- : hbk
大学図書館所蔵 全54件
  青森
  岩手
  宮城
  秋田
  山形
  福島
  茨城
  栃木
  群馬
  埼玉
  千葉
  東京
  神奈川
  新潟
  富山
  石川
  福井
  山梨
  長野
  岐阜
  静岡
  愛知
  三重
  滋賀
  京都
  大阪
  兵庫
  奈良
  和歌山
  鳥取
  島根
  岡山
  広島
  山口
  徳島
  香川
  愛媛
  高知
  福岡
  佐賀
  長崎
  熊本
  大分
  宮崎
  鹿児島
  沖縄
  韓国
  中国
  タイ
  イギリス
  ドイツ
  スイス
  フランス
  ベルギー
  オランダ
  スウェーデン
  ノルウェー
  アメリカ
注記
Bibliography: p. [125]-140
Includes indexes
内容説明・目次
内容説明
'... A beautifully written, articulate and compelling argument for a sociocultural perspective on second language teacher education . . . Essential reading for all who wish to understand this perspective.' - David Nunan, University of Hong Kong
'...Significant and timely. Johnson is masterful at writing in an engaging, transparent prose about complex concepts. It's a rare scholar who can write prose like this. Throughout my reading I wanted to engage in dialogue with her - this is a sure sign of a great book." - Diane Tedick, University of Minnesota, USA
This book presents a comprehensive overview of the epistemological underpinnings of a sociocultural perspective on human learning and addresses in detail what this perspective has to offer the field of second language teacher education. Captured through five changing points of view, it argues that a sociocultural perspective on human learning changes the way we think about how teachers learn to teach, how teachers think about language, how teachers teach second languages, the broader social, cultural, and historical macro-structures that are ever present and ever changing in the second language teaching profession, and what constitutes second language teacher professional development. Overall, it clearly and accessibly makes the case that a sociocultural perspective on human learning reorients how the field understands and supports the professional development of second language teachers.
目次
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
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