Detail Research on second language teacher education: a sociocultural perpective on professional development Bibliografi Author: Johnson, Karen E. (Editor); Golombek, Paula R. (Editor) Bahasa: (EN )    ISBN: 978-0-415-88333-7     Penerbit: Routledge     Tempat Terbit: New York    Tahun Terbit: 2011     Jenis: Books [Informasi yang berkaitan dengan koleksi ini di internet] Ketersediaan Perpustakaan PKBB Nomor Panggil: 418.0071 RES Non-tandon: 1 (dapat dipinjam: 1) Tandon: 1    Reserve Lihat Detail Induk Abstract Embracing a sociocultural perspective on human cognition and employing an array of methodological tools for data collection and analysis, this volume documents the complexities of second language teachers’ professional development in diverse L2 teacher education programs around the world, including Asia, South America, Europe, and North America, and traces that development both over time and within the broader cultural, historical and institutional settings and circumstances of teachers’ work. This systematic examination of teacher professional development illuminates in multiple ways the discursive practices that shape teachers’ knowing, thinking, and doing and provides a window into how alternative mediational means can create opportunities for teachers to move toward more theoretically and pedagogically sound instructional practices within the settings and circumstances of their work. The chapters represent both native and nonnative English speaking pre-service and in-service L2 teachers at all levels from K-12 through higher education, and examine significant challenges that are present in L2 teacher education programs. Artikel dalam koleksi ini A Sociocultural Theoretical Perspective On Teacher Professional Development, halaman 1-12 Becoming A Culturally Responsive Teachers: Personal Transformation And Shifting Identities During An Immersion Experience Abroad, halaman 15-30 "I'm Not Alone": Empowering Non-Native English-Speaking Teachers to Challenge The Native Speaker Myth, halaman 31-49 Working Toward Social Inclusion Through Concept Development In Second Language Teacher Education, halaman 50-64 "Seeing" L2 Teacher Learning: The Power Of Context On Conceptualizing Teaching, halaman 67-85 Embracing Literacy-Based Teaching: A Longitudinal Study Of The Conceptual Development Of Notice Foreign Language Teachers, halaman 86-101 Synthesizing The Academic And The Everyday: A Chinese Teacher's Developing Conceptualization of Literacy, halaman 102-118 Dynamic Assessment In Teacher Education : Using Dialogical Video Protocols To Intervence In TEacher Thinking And Activity, halaman 121-135 Moodle As A Mediational Space: Japanese EFL Teacher's Emerging Conceptions Of Curriculum, halaman 136-152 The Reverse Move: Enriching Informal Knowledge In The Pedagogical Grammar Class, halaman 153-167 Strategic Mediation In Learning To Teach: Reconceptualizing The Microteaching Simulation In An MA TESL Methodology Course, halaman 168-186 Teachers Learning Through Critical Friends Groups: Recontextualizing Professional Development In A K-5 School, halaman 189-203 Teacher Learning Through Lesson Study: An Activity Theoretical Approach Toward Professional Development In The Czech Republic, halaman 204-222 Ten Years Of CLT Curricular Reform Efforts In South Korea: An Activity Theory Analysis Of A Teacher's Experience, halaman 225-238 Learning To Teach Under Curricular Reform: The Practicum Experience In South Korea, halaman 239-253  Edit Artikel Opini Anda Klik untuk menuliskan opini Anda tentang koleksi ini! Lihat Sejarah Pengadaan  Konversi Metadata   Kembali

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