Initial Language Teacher Education

160 Pages·2022·7.467 MB·

by  Gabriel Díaz Maggioli

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