Mindful L2 teacher education: a sociocultural perspective on cultivating teachers' professional development
Gespeichert in:
| 1. Verfasser: | |
|---|---|
| Format: | Elektronisch E-Book |
| Sprache: | English |
| Veröffentlicht: |
New York, NY
Routledge
2016
|
| Schriftenreihe: | ESL and applied linguistics professional series
|
| Schlagworte: | |
| Beschreibung: | Description based on print version record |
| Beschreibung: | 1 online resource (xiv, 178 pages) illustrations |
| ISBN: | 9781317280026 1317280024 9781317280033 1317280032 9781315641447 1315641445 |
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| 245 | 1 | 0 | |a Mindful L2 teacher education |b a sociocultural perspective on cultivating teachers' professional development |c Karen E. Johnson and Paula R. Golombek |
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| 505 | 8 | |a 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 | |
| 505 | 8 | |a Machine generated contents note: pt. I LAYING THE FOUNDATION FOR MINDFUL L2 TEACHER EDUCATION -- 1.A Sociocultural Perspective on L2 Teacher Education -- 2.Mediation in L2 Teacher Professional Development -- pt. II VYGOTSKY AND VYGOTSKIAN-INSPIRED THEORETICAL CONCEPTS THAT INFORM RESPONSIVE MEDIATION -- 3.Obuchenie, Perezhivanie, and Growth Points -- 4.Interthinking, the Intermental Developmental Zone, and Sociocultural Discourse Analysis -- pt. III EXPLORING RESPONSIVE MEDIATION IN L2 TEACHER DEVELOPMENT -- 5.Reconceptualizing Engineering Student Participation -- 6.Reconciling One's Teaching Persona -- 7.Developing Pedagogical Content Knowledge -- 8.Reimagining Teacher Identity-in-Activity -- 9.Conceptualizing Teaching in/through Reflecting on Teaching -- pt. IV MINDFUL L2 TEACHER EDUCATION -- 10.Responsive Mediation: The Nexus of Mindful L2 Teacher Education | |
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| 650 | 7 | |a Language and languages / Study and teaching |2 fast | |
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Datensatz im Suchindex
| _version_ | 1804177607906820096 |
|---|---|
| any_adam_object | |
| author | Johnson, Karen E. |
| author_facet | Johnson, Karen E. |
| author_role | aut |
| author_sort | Johnson, Karen E. |
| author_variant | k e j ke kej |
| building | Verbundindex |
| bvnumber | BV044360468 |
| collection | ZDB-4-NLEBK |
| contents | 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 Machine generated contents note: pt. I LAYING THE FOUNDATION FOR MINDFUL L2 TEACHER EDUCATION -- 1.A Sociocultural Perspective on L2 Teacher Education -- 2.Mediation in L2 Teacher Professional Development -- pt. II VYGOTSKY AND VYGOTSKIAN-INSPIRED THEORETICAL CONCEPTS THAT INFORM RESPONSIVE MEDIATION -- 3.Obuchenie, Perezhivanie, and Growth Points -- 4.Interthinking, the Intermental Developmental Zone, and Sociocultural Discourse Analysis -- pt. III EXPLORING RESPONSIVE MEDIATION IN L2 TEACHER DEVELOPMENT -- 5.Reconceptualizing Engineering Student Participation -- 6.Reconciling One's Teaching Persona -- 7.Developing Pedagogical Content Knowledge -- 8.Reimagining Teacher Identity-in-Activity -- 9.Conceptualizing Teaching in/through Reflecting on Teaching -- pt. IV MINDFUL L2 TEACHER EDUCATION -- 10.Responsive Mediation: The Nexus of Mindful L2 Teacher Education |
| ctrlnum | (ZDB-4-NLEBK)ocn937719423 (OCoLC)937719423 (DE-599)BVBBV044360468 |
| dewey-full | 418.0071 |
| dewey-hundreds | 400 - Language |
| dewey-ones | 418 - Applied linguistics |
| dewey-raw | 418.0071 |
| dewey-search | 418.0071 |
| dewey-sort | 3418.0071 |
| dewey-tens | 410 - Linguistics |
| discipline | Sprachwissenschaft |
| format | Electronic eBook |
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| id | DE-604.BV044360468 |
| illustrated | Illustrated |
| indexdate | 2024-07-10T07:50:46Z |
| institution | BVB |
| isbn | 9781317280026 1317280024 9781317280033 1317280032 9781315641447 1315641445 |
| language | English |
| oai_aleph_id | oai:aleph.bib-bvb.de:BVB01-029763099 |
| oclc_num | 937719423 |
| open_access_boolean | |
| physical | 1 online resource (xiv, 178 pages) illustrations |
| psigel | ZDB-4-NLEBK |
| publishDate | 2016 |
| publishDateSearch | 2016 |
| publishDateSort | 2016 |
| publisher | Routledge |
| record_format | marc |
| series2 | ESL and applied linguistics professional series |
| spelling | Johnson, Karen E. Verfasser aut Mindful L2 teacher education a sociocultural perspective on cultivating teachers' professional development Karen E. Johnson and Paula R. Golombek New York, NY Routledge 2016 © 2016 1 online resource (xiv, 178 pages) illustrations txt rdacontent c rdamedia cr rdacarrier ESL and applied linguistics professional series Description based on print version record 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 Machine generated contents note: pt. I LAYING THE FOUNDATION FOR MINDFUL L2 TEACHER EDUCATION -- 1.A Sociocultural Perspective on L2 Teacher Education -- 2.Mediation in L2 Teacher Professional Development -- pt. II VYGOTSKY AND VYGOTSKIAN-INSPIRED THEORETICAL CONCEPTS THAT INFORM RESPONSIVE MEDIATION -- 3.Obuchenie, Perezhivanie, and Growth Points -- 4.Interthinking, the Intermental Developmental Zone, and Sociocultural Discourse Analysis -- pt. III EXPLORING RESPONSIVE MEDIATION IN L2 TEACHER DEVELOPMENT -- 5.Reconceptualizing Engineering Student Participation -- 6.Reconciling One's Teaching Persona -- 7.Developing Pedagogical Content Knowledge -- 8.Reimagining Teacher Identity-in-Activity -- 9.Conceptualizing Teaching in/through Reflecting on Teaching -- pt. IV MINDFUL L2 TEACHER EDUCATION -- 10.Responsive Mediation: The Nexus of Mindful L2 Teacher Education LANGUAGE ARTS & DISCIPLINES / Linguistics / General bisacsh English language / Study and teaching / Foreign speakers fast English teachers / Training of fast Language and languages / Study and teaching fast Language teachers / Training of fast Englisch Linguistik Sprache Language teachers Training of English teachers Training of Language and languages Study and teaching English language Study and teaching Foreign speakers Golombek, Paula R. Sonstige oth Erscheint auch als Druck-Ausgabe Johnson, Karen E. Mindful L2 teacher education New York : Routledge, 2016 9781138189782 |
| spellingShingle | Johnson, Karen E. Mindful L2 teacher education a sociocultural perspective on cultivating teachers' professional development 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 Machine generated contents note: pt. I LAYING THE FOUNDATION FOR MINDFUL L2 TEACHER EDUCATION -- 1.A Sociocultural Perspective on L2 Teacher Education -- 2.Mediation in L2 Teacher Professional Development -- pt. II VYGOTSKY AND VYGOTSKIAN-INSPIRED THEORETICAL CONCEPTS THAT INFORM RESPONSIVE MEDIATION -- 3.Obuchenie, Perezhivanie, and Growth Points -- 4.Interthinking, the Intermental Developmental Zone, and Sociocultural Discourse Analysis -- pt. III EXPLORING RESPONSIVE MEDIATION IN L2 TEACHER DEVELOPMENT -- 5.Reconceptualizing Engineering Student Participation -- 6.Reconciling One's Teaching Persona -- 7.Developing Pedagogical Content Knowledge -- 8.Reimagining Teacher Identity-in-Activity -- 9.Conceptualizing Teaching in/through Reflecting on Teaching -- pt. IV MINDFUL L2 TEACHER EDUCATION -- 10.Responsive Mediation: The Nexus of Mindful L2 Teacher Education LANGUAGE ARTS & DISCIPLINES / Linguistics / General bisacsh English language / Study and teaching / Foreign speakers fast English teachers / Training of fast Language and languages / Study and teaching fast Language teachers / Training of fast Englisch Linguistik Sprache Language teachers Training of English teachers Training of Language and languages Study and teaching English language Study and teaching Foreign speakers |
| title | Mindful L2 teacher education a sociocultural perspective on cultivating teachers' professional development |
| title_auth | Mindful L2 teacher education a sociocultural perspective on cultivating teachers' professional development |
| title_exact_search | Mindful L2 teacher education a sociocultural perspective on cultivating teachers' professional development |
| title_full | Mindful L2 teacher education a sociocultural perspective on cultivating teachers' professional development Karen E. Johnson and Paula R. Golombek |
| title_fullStr | Mindful L2 teacher education a sociocultural perspective on cultivating teachers' professional development Karen E. Johnson and Paula R. Golombek |
| title_full_unstemmed | Mindful L2 teacher education a sociocultural perspective on cultivating teachers' professional development Karen E. Johnson and Paula R. Golombek |
| title_short | Mindful L2 teacher education |
| title_sort | mindful l2 teacher education a sociocultural perspective on cultivating teachers professional development |
| title_sub | a sociocultural perspective on cultivating teachers' professional development |
| topic | LANGUAGE ARTS & DISCIPLINES / Linguistics / General bisacsh English language / Study and teaching / Foreign speakers fast English teachers / Training of fast Language and languages / Study and teaching fast Language teachers / Training of fast Englisch Linguistik Sprache Language teachers Training of English teachers Training of Language and languages Study and teaching English language Study and teaching Foreign speakers |
| topic_facet | LANGUAGE ARTS & DISCIPLINES / Linguistics / General English language / Study and teaching / Foreign speakers English teachers / Training of Language and languages / Study and teaching Language teachers / Training of Englisch Linguistik Sprache Language teachers Training of English teachers Training of Language and languages Study and teaching English language Study and teaching Foreign speakers |
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