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Zusatztext "I found this book pleasant! stimulating and enlightening reading! as well as a good source of information. I suggest it to whoever is interested not only in L2 teacher training but also in teacher training in general! because it is a valid example of how reflection on learning and on the teaching profession can fruitfully be developed in a sociocultural perspective."--British Journal of Educational Technology! Vol. 41: No. 2! 2010 Informationen zum Autor ______________________________________________________________________________________ Karen E. Johnson is Liberal Arts Research Professor of Applied Linguistics at The Pennsylvania State University, and Co-director of the Center for Advance Language Proficiency Education and Research Klappentext '... A beautifully written, articulate and compelling argument for a sociocultural perspective on second language teacher education . . . Essential reading for all who wish to understand this perspective.' - David Nunan, University of Hong Kong'...Significant and timely. Johnson is masterful at writing in an engaging, transparent prose about complex concepts. It's a rare scholar who can write prose like this. Throughout my reading I wanted to engage in dialogue with her - this is a sure sign of a great book." - Diane Tedick, University of Minnesota, USAThis book presents a comprehensive overview of the epistemological underpinnings of a sociocultural perspective on human learning and addresses in detail what this perspective has to offer the field of second language teacher education. Captured through five changing points of view, it argues that a sociocultural perspective on human learning changes the way we think about how teachers learn to teach, how teachers think about language, how teachers teach second languages, the broader social, cultural, and historical macro-structures that are ever present and ever changing in the second language teaching profession, and what constitutes second language teacher professional development. Overall, it clearly and accessibly makes the case that a sociocultural perspective on human learning reorients how the field understands and supports the professional development of second language teachers. Zusammenfassung This book presents a comprehensive overview of the epistemological underpinnings of a sociocultural perspective on human learning and addresses in detail what this perspective has to offer the field of second language teacher education. Inhaltsverzeichnis Preface Chapter 1: Defining a Sociocultural Perspective Changing Points of View Teachers as Learners of Teaching Language as Social Practice Teaching as Dialogic Mediation Macro-Structures and the L2 Teaching Profession Inquiry-Based Approaches to Professional Development Future Challenges for L2 Teacher Education Chapter 2: Shifting Epistemologies in Teacher Education Overcoming a Positivistic Epistemological Perspective Shifting towards an Interpretative Epistemological Perspective Emerging Research on Teacher Cognition Reconceptualizing the Knowledge-base of L2 Teacher Education A Sociocultural Perspective on L2 Teacher Education Chapter 3: Teachers as Learners of Teaching Understanding Teacher Learning from a Sociocultural Perspective "Seeing" Teaching Learning Teacher-Authored Accounts of Professional Development Mediational Means in the Zone of Proximal Development Disciplinary Knowledge and Concept Development Transformation of Activity: Teacher Learning – Student Learning Chapter 4: Language as Social Practice Defining Knowledge About Language Language as Social Practice Embracing Language as Social Practice in L2 Teacher Education Developing Teachers’ Awareness of Language as Social Practice Analyzing E-mail Messages ...
