Praxis-oriented Pedagogy for Novice L2 Teachers

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.

Autorentext

Karen E. Johnson is Kirby Professor of Language Learning and Applied Linguistics at The Pennsylvania State University, USA.

Deryn P. Verity is a Teaching Professor in Applied Linguistics and Director of ESL/EAP Programs at The Pennsylvania State University, USA.

Sharon S. Childs is an Associate Teaching Professor and Chair of the MA TESL Program at The Pennsylvania State University, USA.

Inhalt

PART I: DEFINING PRAXIS-ORIENTED PEDAGOGY FOR L2 TEACHER EDUCATION. 1. Vygotskian sociocultural theory: Concepts and principles. 2. Praxis-oriented pedagogy for L2 teacher education. PART II: THE DESIGN FEATURES OF PRAXIS-ORIENTED COURSES. 3.The MA TESL program. 4. The MA TESL capstone projects. PART III: TRACING THE DEVELOPMENTAL TRAJECTORY OF L2 NOVICE TEACHER REASONING. 5. Why pedagogical concepts matter. 6. Responsive mediation and teacher instructional stance. 7. Orienting to emotion: The centrality of perezhivanie in teacher development. 8. Internalizing pedagogical concepts. PART IV: OUTCOMES, IMPACT, OPPORTUNITIES. 9. Reconceptualization in novice L2 teacher reasoning. 10. Post-graduation trajectories: Our novice teachers in the world. 11. Praxis and program design. APPENDIX 1: PEDAGOGICAL CONCEPTS IN L2 TEACHING. APPENDIX 2: Teacher Demographics. Index.