Description
In this cutting-edge book on L2 teacher education, experts Johnson, Verity, and Childs demonstrate how praxis-oriented pedagogy grounded in the principles of Vygotskian Sociocultural Theory (VSCT) can have a meaningful impact on L2 teachers’ development. Starting with a clear definition of praxis-oriented pedagogy, the authors lay out a theoretical foundation and document how appropriately designed praxis-oriented L2 teacher education pedagogy supports the development of novice teacher reasoning. Drawing from a longitudinal study of L2 novice teachers, chapters address the teachers’ understanding, learning, and cognitive development and how their capabilities grow in creating and implementing engaging language learning environments for their ESL students. At the core of the book lies a unique set of pedagogical concepts: linguistically compact, conceptually rich chunks of language that function as psychological tools for learning and teaching. By covering teachers’ changes in understanding, reasoning, and pedagogical activities, the book reveals the role that pedagogical concepts play in praxis-oriented pedagogy.
Essential reading for language teacher educators, language teachers, and researchers, this book makes the VSCT principles that inform praxis-oriented pedagogy both clear and accessible.
Table of Contents
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
