1st Edition

Research on Second Language Teacher Education A Sociocultural Perspective on Professional Development

Edited By Karen E. Johnson, Paula R. Golombek Copyright 2011
    304 Pages
    by Routledge

    318 Pages
    by Routledge

    Embracing a sociocultural perspective on human cognition and employing an array of methodological tools for data collection and analysis, this volume documents the complexities of second language teachers’ professional development in diverse L2 teacher education programs around the world, including Asia, South America, Europe, and North America, and traces that development both over time and within the broader cultural, historical and institutional settings and circumstances of teachers’ work.

    This systematic examination of teacher professional development illuminates in multiple ways the discursive practices that shape teachers’ knowing, thinking, and doing and provides a window into how alternative mediational means can create opportunities for teachers to move toward more theoretically and pedagogically sound instructional practices within the settings and circumstances of their work. The chapters represent both native and nonnative English speaking pre-service and in-service L2 teachers at all levels from K-12 through higher education, and examine significant challenges that are present in L2 teacher education programs.

    1. A Sociocultural Perspective on Teacher Professional Development Karen E. Johnson, Pennsylvania State University, US and Paula Golombek, University of Florida, US  Part I: Promoting Cultural Diversity and Legitimating Teacher Identities  2. Becoming a Culturally Responsive Teacher Elizabeth Smolcic, Pennsylvania State University, US  3. I’m Not Alone": Empowering Non-Native English Speaking Teachers Davi Schirmer Reis, Duquesne University, US  4. Working Toward Social Inclusion Through Concept Development in L2 Teacher Education William Dunn, University of Alberta, Canada  Part II: Concept Development in L2 Teacher Education  5. ‘Seeing’ L2 Teacher Learning: The Power of Context on Conceptualizing Teaching Sharon Childs, Pennsylvania State University, US  6. Embracing Literacy-based Teaching Heather Willis Allen, University of Miami, US  7. Synthesizing the Academic and the Everyday Gretchen Nauman, Yanshan University, China  Part III: Strategic Mediation in L2 Teacher Education  8. Dynamic Assessment in Teacher Education Paula Golombek, University of Florida, US  9. Moodle as a Mediational Space Tatsuhiro Yoshida, Hyoga University, Japan  10. The Reverse Move: Enriching Informal Knowledge in the Pedagogical Grammar Class Deryn P. Verity, Osaka Jogakuin College, Japan  11. Strategic Mediation in Learning to Teach Karen E. Johnson and Ekaterina Arshavskaya, Pennsylvania State University, US  Part IV: Teacher Learning in Inquiry-Based Professional Development  12. Teacher Learning through Critical Friends Groups Priya Poehner, Lockhaven University, US  13. Teacher Learning through Lesson Study Thomas Tasker, Department of State, Kiev  Part V: Navigating Educational Policies and Curricular Mandates  14. Ten Years of CLT Curricular Reform Efforts in South Korea Eun-Ju Kim, Hanyang Women's University, Korea  15. Learning to Teach under Curricular Reform Kyungja Ahn, Seoul National University, Korea


    Karen E. Johnson is Liberal Arts Research Professor of Applied Linguistics, The Pennsylvania State University.

    Paula R. Golombek is Clinical Associate Professor, Linguistics, University of Florida.