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.
Author(s): Gabriel Díaz Maggioli
Series: Research and Resources in Language Teaching
Publisher: Routledge
Year: 2022
Language: English
Pages: 159
City: London
Cover
Half Title
Series
Title
Copyright
Dedication
Contents
Series Editor Preface
Acknowledgments
Introduction
Part I From research to implications
Summary
Initial teacher education: a contested field
Traditions in initial teacher education
The Sociocultural Turn in second language teacher education
Learning and the zone of proximal development
Understanding the mediated learning experience
Teacher learning and the sociocultural perspective
Obuchenie and perezhivanie in Vygotsky’s theory
Everyday and scientific concepts
Understanding student teachers’ learning and development
Stage 1: early idealism
Stage 2: personal survival
Stage 3: dealing with difficulties
Stage 4: hitting a plateau
Stage 5: moving on
Implications of the research: what we can learn about initial teacher education practices
Implications of adopting a sociocultural perspective
Implications of seeing learning as mediated activity
Implications of a staged view of student teacher development
From research to application: toward a framework for organic mediation of language teacher learning in ITE
Looking ahead
PART II From implications to application
Summary
Introduction
Learning to see
Activity 1: what is going on in this picture?
Activity 2: codification—my first supervised teaching practice
Activity 3: evidence, reasons, recollections
Activity 4: sound only, then picture and sound
Activity 5: deconstructing a core professional concept
Activity 6: how my teacher would have done it
Activity 7: it’s all in the details
Activity 8: running observation
Activity 9: annotated observation
Activity 10: I see myself in it
Activity 11: KWL+ chart
Activity 12: memory cards
Activity 13: fishbowl feedback
Activity 14: pre-observation interview script
Activity 15: experiential learning
Activity 16: connections, connections, and more connections
Activity 17: exempli gratia
Learning to do
Activity 18: modeling
Activity 19: protocols
Activity 20: scaffolded planning
Activity 21: change one
Activity 22: loop input
Activity 23: rewriting a lesson plan
Activity 24: looking for learning
Activity 25: a picture is worth a thousand words
Activity 26: collective rubric creation
Activity 27: alternatives, alternatives
Activity 28: microteaching
Activity 29: classroom narrative
Activity 30: pentagonal possibilities
Activity 31: think and write
Learning to become
Activity 32: lesson critique
Activity 33: connecting to someone else’s experience
Activity 34: eyewitness accounts
Activity 35: anonymous
Activity 36: reflective journals
Activity 37: topic wrap-up
Activity 38: feedback sessions that CARE
Activity 39: book club presentations
Activity 40: the lesson plan under a microscope
Activity 41: it’s all about being prepared
Activity 42: what I learned not to do (or simply, do differently)
Activity 43: coaching from the sidelines
Activity 44: supported experiments
Activity 45: exploring possible selves
Activity 46: connections, connections, connections
PART III From application to implementation
Summary
Introduction
If you are a ToT working in short or intensive programs
Ways to proceed
If you are a ToT working in BA or a similarly extended program
Ways to proceed
If you are a ToT working in diploma or MA programs
Ways to proceed
PART IV From implementation to research
Summary
Introduction
Mel’s classroom research story
Some possible ways to get started with research
References
Index
