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Zusatztext Smagorinsky skillfully weaves together Vygotskian theory, case study research and pedagogical implication to offer an engaging, insightful examination of the many factors that shape the teaching of English and the language arts. Informationen zum Autor Peter Smagorinsky is Distinguished Research Professor Emeritus at the University of Georgia, USA, and serves as Distinguished Visiting Scholar at the University of Guadalajara, Mexico. He has won a number of internationally recognised awards, including, the National Council of Teachers of English Distinguished Service Award in 2017, the International Federation for the Teaching of English Award in 2018, Distinguished Scholar at the National Conference on Research in Language and Literacy in 2018 and the Horace Mann League Outstanding Public Educator Award in 2020. Vorwort Brings together 20 years of research studying beginning teachers in university programs and their early jobs to consider how people learn to teach English and the language arts. Zusammenfassung Drawing together Smagorinsky’s extensive research over a 20-year period, Learning to Teach English and the Language Arts explores how beginning teachers’ pedagogical concepts are shaped by a variety of influences. Challenging popular thinking about the binary roles of teacher education programs and school-based experiences in the process of learning to teach, Smagorinsky illustrates, through case studies in the disciplines of English and the Language Arts, that teacher education programs and classroom/school contexts are not discrete contexts for learning about teaching, nor are each of these contexts unified in the messages they offer about teaching. He explores the tensions, not only between these contexts and others, but within them to illustrate the social, cultural, contextual, political and historical complexity of learning to teach. Smagorinsky revisits familiar theoretical understandings, including Vygotsky’s concept development and Lortie’s apprenticeship of observation, to consider their implications for teachers today and to examine what teacher candidates learn during their teacher education experiences and how that learning shapes their development as teachers. Inhaltsverzeichnis AcknowledgementsIntroduction1. Vygotsky and Concept Development2. Methodological Implications of Taking a Vygotskian Approach to Teacher Development3. An Updated Perspective on the Apprenticeship of Observation4. Concept Development in Teacher Education Coursework and Practica5. Cultures of Color and the Deep Structure of Schools6. Fuzzy Concepts in Teacher Education and their Consequences in the Classroom7. Policy, Practice, and Disruptions in Concept Development8. School Settings and Course Assignments in Shaping Conceptions of Curriculum and Instruction9. Competing Centers of Gravity within Settings of Learning to Teach10. Learning to Teach Grammar at the Intersection of Formalism and Flexibility11. Community Contexts and their Societal Settings, and How They Shape PracticeConclusionReferencesIndex...
