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Initial Language Teacher Education PDF

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INITIAL LANGUAGE TEACHER EDUCATION 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. Gabriel Díaz Maggioli is Academic Advisor to the Institute of Education at Universidad ORT Uruguay, where he also teaches in the graduate programs in Education. He has shared his theory in praxis with colleagues in the Americas, Europe, the Middle East, and Asia. He has been an active member of and contributor to the work of TESOL International Association and IATEFL, for which he was the first Latino President (2019–2023). Research and Resources in Language Teaching Series Editors Anne Burns University of New South Wales, Australia Jill Hadfield Unitec Institute of Technology, New Zealand Research and Resources in Language Teaching is a groundbreaking series that aims to integrate the latest research in language teaching and learning with innovative classroom practice. Books in the series offer accessible accounts of current research on a particular topic, linked to a wide range of practical and immediately usable classroom activities. Extensive Reading The Role of Motivation Sue Leather and Jez Uden Digital Literacies 2e Mark Pegrum, Nicky Hockly, and Gavin Dudeney Sustaining Action Research A Practical Guide for Institutional Engagement Anne Burns, Emily Edwards and Neville John Ellis Initial Language Teacher Education Gabriel Díaz Maggioli Critical Thinking Gregory Hadley and Andrew Boon For more information about this series, please visit: www.routledge.com/Research- and-Resources-in-Language-Teaching/book-series/PEARRLT INITIAL LANGUAGE TEACHER EDUCATION Gabriel Díaz Maggioli Cover image: Getty Illustrations: Lic. Fernanda Núñez First published 2023 by Routledge 605 Third Avenue, New York, NY 10158 and by Routledge 4 Park Square, Milton Park, Abingdon, Oxon, OX14 4RN Routledge is an imprint of the Taylor & Francis Group, an informa business © 2023 Gabriel Díaz Maggioli The right of Gabriel Díaz Maggioli to be identified as author of this work has been asserted in accordance with sections 77 and 78 of the Copyright, Designs and Patents Act 1988. All rights reserved. No part of this book may be reprinted or reproduced or utilised in any form or by any electronic, mechanical, or other means, now known or hereafter invented, including photocopying and recording, or in any information storage or retrieval system, without permission in writing from the publishers. Trademark notice: Product or corporate names may be trademarks or registered trademarks, and are used only for identification and explanation without intent to infringe. Library of Congress Cataloging-in-Publication Data A catalog record for this book has been requested ISBN: 978-0-367-43157-0 (hbk) ISBN: 978-0-367-43156-3 (pbk) ISBN: 978-1-003-00158-4 (ebk) DOI: 10.4324/9781003001584 Typeset in Bembo by Apex CoVantage, LLC To Gaby, my greatest supporter, and my sternest critic. Thanks for always being there! CONTENTS Series Editor Preface xi Acknowledgments xiv Introduction xv PART I From research to implications 1 Summary 1 Initial teacher education: a contested field 1 Traditions in initial teacher education 3 The Sociocultural Turn in second language teacher education 5 Learning and the zone of proximal development 6 Understanding the mediated learning experience 8 Teacher learning and the sociocultural perspective 11 Obuchenie and perezhivanie in Vygotsky’s theory 11 Everyday and scientific concepts 14 Understanding student teachers’ learning and development 15 Stage 1: early idealism 17 Stage 2: personal survival 18 Stage 3: dealing with difficulties 19 Stage 4: hitting a plateau 21 Stage 5: moving on 22 Implications of the research: what we can learn about initial teacher education practices 23 Implications of adopting a sociocultural perspective 23 viii Contents Implications of seeing learning as mediated activity 24 Implications of a staged view of student teacher development 25 From research to application: toward a framework for organic mediation of language teacher learning in ITE 25 Looking ahead 33 PART II From implications to application 35 Summary 35 Introduction 35 Learning to see 39 Activity 1: what is going on in this picture? 39 Activity 2: codification—my first supervised teaching practice 41 Activity 3: evidence, reasons, recollections 42 Activity 4: sound only, then picture and sound 43 Activity 5: deconstructing a core professional concept 45 Activity 6: how my teacher would have done it 46 Activity 7: it’s all in the details 48 Activity 8: running observation 49 Activity 9: annotated observation 54 Activity 10: I see myself in it 55 Activity 11: KWL+ chart 56 Activity 12: memory cards 58 Activity 13: fishbowl feedback 59 Activity 14: pre-observation interview script 60 Activity 15: experiential learning 62 Activity 16: connections, connections, and more connections 64 Activity 17: exempli gratia 65 Learning to do 66 Activity 18: modeling 66 Activity 19: protocols 67 Activity 20: scaffolded planning 68 Activity 21: change one 72 Activity 22: loop input 73 Contents ix Activity 23: rewriting a lesson plan 74 Activity 24: looking for learning 76 Activity 25: a picture is worth a thousand words 77 Activity 26: collective rubric creation 78 Activity 27: alternatives, alternatives 80 Activity 28: microteaching 81 Activity 29: classroom narrative 82 Activity 30: pentagonal possibilities 83 Activity 31: think and write 84 Learning to become 85 Activity 32: lesson critique 85 Activity 33: connecting to someone else’s experience 86 Activity 34: eyewitness accounts 87 Activity 35: anonymous 88 Activity 36: reflective journals 89 Activity 37: topic wrap-up 91 Activity 38: feedback sessions that CARE 93 Activity 39: book club presentations 94 Activity 40: the lesson plan under a microscope 95 Activity 41: it’s all about being prepared 97 Activity 42: what I learned not to do (or simply, do differently) 99 Activity 43: coaching from the sidelines 100 Activity 44: supported experiments 101 Activity 45: exploring possible selves 103 Activity 46: connections, connections, connections 104 PART III From application to implementation 107 Summary 107 Introduction 107 If you are a ToT working in short or intensive programs 108 Ways to proceed 109 If you are a ToT working in BA or a similarly extended program 117 Ways to proceed 118 If you are a ToT working in diploma or MA programs 120 Ways to proceed 121

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