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E-raamat: Initial Language Teacher Education [Taylor & Francis e-raamat]

  • Formaat: 144 pages, 4 Tables, black and white; 4 Line drawings, black and white; 1 Halftones, black and white; 5 Illustrations, black and white
  • Sari: Research and Resources in Language Teaching
  • Ilmumisaeg: 30-Sep-2022
  • Kirjastus: Routledge
  • ISBN-13: 9781003001584
  • Taylor & Francis e-raamat
  • Hind: 161,57 €*
  • * hind, mis tagab piiramatu üheaegsete kasutajate arvuga ligipääsu piiramatuks ajaks
  • Tavahind: 230,81 €
  • Säästad 30%
  • Formaat: 144 pages, 4 Tables, black and white; 4 Line drawings, black and white; 1 Halftones, black and white; 5 Illustrations, black and white
  • Sari: Research and Resources in Language Teaching
  • Ilmumisaeg: 30-Sep-2022
  • Kirjastus: Routledge
  • ISBN-13: 9781003001584

Initial Language Teacher Education: Mediating professional learning provides language teacher researchers, as well as teachers of teachers, with an introduction to research on how language teachers learn to teach before they begin practicing.



Initial Language Teacher Education provides language teacher researchers, as well as teachers of teachers, with an introduction to research on how language teachers learn to teach before they begin practicing.

Theoretical work is organized into the author’s original framework, which fosters the exploration of student teachers’ experiences as learners, while helping them develop core concepts, practices, and dispositions that encourage excellence in teaching. This innovative framework also provides mediated learning experiences designed around student teachers’ professional development, an approach that helps them to theorize their own practices and take ownership of their own professional development at an intellectual level.

By combining a strong and updated research base with practical classroom tools that have been extensively piloted, Initial Language Teacher Education bridges the gap between theory and practice in teacher education and is a key resource for students, researchers, and instructors in language teaching.

Series Editor Preface xi
Acknowledgments xiv
Introduction xv
Part I From research to implications
1(1)
Summary
1(1)
Initial teacher education: a contested field
1(2)
Traditions in initial teacher education
3(2)
The Sociocultural Turn in second language teacher education
5(3)
Learning and the zone of proximal development
6(2)
Understanding the mediated learning experience
8(3)
Teacher learning and the sociocultural perspective
11(4)
Obuchenie and pcrczhivanie in Vygotsky's theory
11(3)
Everyday and scientific concepts
14(1)
Understanding student teachers' learning and development
15(8)
Stage 1 Early Idealism
17(1)
Stage 2 Personal Survival
18(1)
Stage 3 Dealing with Difficulties
19(2)
Stage 4 Hitting a Plateau
21(1)
Stage 5 Moving On
22(1)
Implications of the research: What we can learn about initial teacher education practices
23(2)
Implications of adopting a sociocultural perspective
23(1)
Implications of seeing learning as mediated activity
24(1)
Implications of a staged view of student teacher development
25(1)
From Research to Application: Toward a Framework for Organic Mediation of Language Teacher Learning in ITE
25(8)
Looking ahead
33(2)
Part II From implications to application
35(1)
Summary
35(1)
Introduction
35(4)
Learning to see
39(27)
Activity 1 What is Going on in this picture?
39(2)
Activity 2 Codification--my first supervised teaching practice
41(1)
Activity 3 Evidence, Reasons, Recollections
42(1)
Activity 4 Sound Only, Then Picture and Sound
43(2)
Activity 5 Deconstructing a core professional concept
45(1)
Activity 6 How My Teacher Would Have Done It
46(2)
Activity 7 It's all in the details
48(1)
Activity 8 Running Observation
49(5)
Activity 9 Annotated Observation
54(1)
Activity 10 I see myself in it
55(1)
Activity 11 KWL+ chart
56(2)
Activity 12 Memory Cards
58(1)
Activity 13 Fishbowl feedback
59(1)
Activity 14 Pre-Observation Interview Script
60(2)
Activity 15 Experiential Learning
62(2)
Activity 16 Connections, Connections, and more connections
64(1)
Activity 17 Exempli Gratia
65(1)
Learning to do
66(1)
Activity 18 Modeling
66(1)
Activity 19 Protocols
67(1)
Activity 20 Scaffolded Planning
68(4)
Activity 21 Change One
72(1)
Activity 22 Loop Input
73(1)
Activity 23 Rewriting a Lesson Plan
74(2)
Activity 24 Looking for Learning
76(1)
Activity 25 A Picture is worth a thousand words
77(1)
Activity 26 Collective Rubric Creation
78(2)
Activity 27 Alternatives, Alternatives
80(1)
Activity 28 Microteaching
81(1)
Activity 29 Classroom Narrative
82(1)
Activity 30 Pentagonal Possibilities
83(1)
Activity 31 Think and Write
84(1)
Learning to become
85(22)
Activity 32 Lesson Critique
85(1)
Activity 33 Connecting to Someone Else's Experience
86(1)
Activity 34 Eyewitness Accounts
87(1)
Activity 35 Anonymous
88(1)
Activity 36 Reflective Journals
89(2)
Activity 37 Topic Wrap-Up
91(2)
Activity 38 Feedback Sessions that Care
93(1)
Activity 39 Book Club Presentations
94(1)
Activity 40 The Lesson Plan Under a Microscope
95(2)
Activity 41 It's all about being prepared
97(2)
Activity 42 What I learned not to do (or simply, do differently)
99(1)
Activity 43 Coaching from the sidelines
100(1)
Activity 44 Supported Experiments
101(2)
Activity 45 Exploring Possible Selves
103(1)
Activity 46 Connections, Connections, Connections
104(3)
Part III From application to implementation
107(1)
Summary
107(1)
Introduction
107(1)
If you are a ToT working in short or intensive programs
108(9)
Ways to proceed
109(8)
If you are a ToT working in EA or a similarly extended program
117(3)
Ways to proceed
118(2)
If you are a ToT working in diploma or MA programs
120(5)
Ways to proceed
121(4)
Part IV From implementation to research
125(1)
Summary
125(1)
Introduction
125(3)
Mel's classroom research story
128(8)
Some possible ways to get started with research
136(2)
References 138(4)
Index 142
Gabriel Díaz Maggioli is Academic Advisor to the Institute of Education at Universidad ORT Uruguay, where he also teaches in the graduate programs in Education. He has shared his theory in praxis with colleagues in the Americas, Europe, the Middle East, and Asia. He has been an active member of and contributor to the work of TESOL International Association and IATEFL, for which he was the first Latino President (20192023).