1st Edition
Praxis-oriented Pedagogy for Novice L2 Teachers Developing Teacher Reasoning
List of Figures
Foreword
Acknowledgments
Notes on Transcription
PART I
DEFINING PRAXIS-ORIENTED PEDAGOGY FOR L2 TEACHER EDUCATION
Chapter 1 Vygotskian sociocultural theory: Concepts and principles
Chapter 2 Praxis-oriented pedagogy for L2 teacher education
PART II
THE DESIGN FEATURES OF PRAXIS-ORIENTED COURSES
Chapter 3 The MA TESL program
Chapter 4 The MA TESL capstone projects
PART III
TRACING THE DEVELOPMENTAL TRAJECTORY OF L2 NOVICE TEACHER REASONING
Chapter 5 Why pedagogical concepts matter
Chapter 6 Responsive mediation and teacher instructional stance
Chapter 7 Orienting to emotion: The centrality of perezhivanie in teacher development
Chapter 8 Internalizing pedagogical concepts
PART IV
OUTCOMES, IMPACT, OPPORTUNITIES
Chapter 9 Reconceptualization in novice L2 teacher reasoning
Chapter 10 Post-graduation trajectories: Our novice teachers in the world
Chapter 11 Praxis and program design
APPENDIX 1: Pedagogical Concepts in L2 Teaching
APPENDIX 2: Teacher Demographics
Index
Biography
Karen E. Johnson is Kirby Professor of Language Learning and Applied Linguistics at The Pennsylvania State University, USA.
Deryn P. Verity is a Teaching Professor in Applied Linguistics and Director of ESL/EAP Programs at The Pennsylvania State University, USA.
Sharon S. Childs is an Associate Teaching Professor and Chair of the MA TESL Program at The Pennsylvania State University, USA.
