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