Includes bibliographical references (p. -140) and indexes.
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.
(source: Nielsen Book Data)
'!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. 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. (source: Nielsen Book Data)