Informing and transforming language teacher education pedagogy

Given emerging trends in where, why, how, and to what end English language teachers are being prepared, we argue that greater attention to the design, enactment, and consequences of language teacher education (LTE) pedagogy is critical in order to meet the needs of current and future English languag...

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Veröffentlicht in:Language teaching research : LTR Jg. 24; H. 1; S. 116 - 127
Hauptverfasser: Johnson, Karen E., Golombek, Paula R.
Format: Journal Article
Sprache:Englisch
Veröffentlicht: London, England SAGE Publications 01.01.2020
Sage Publications Ltd
Schlagworte:
Educational Change
Enactment
English
English (Second Language)
English as a second language
English as a second language instruction
English language
English teachers
Faculty Development
Goal Orientation
Knowledge Base for Teaching
Language Teachers
Learning Processes
Pedagogy
Second Language Instruction
Second Language Learning
Second language teachers
Sociocultural factors
Sociocultural Patterns
Teacher Education
Teacher Educators
Teachers
Teaching
Teaching Methods
responsive mediation
teacher professional development
knowledge-base of language teacher education
sociocultural theory
teacher cognition
ISSN:1362-1688, 1477-0954
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Zusammenfassung:Given emerging trends in where, why, how, and to what end English language teachers are being prepared, we argue that greater attention to the design, enactment, and consequences of language teacher education (LTE) pedagogy is critical in order to meet the needs of current and future English language teachers in an increasingly diverse, mobile, unequal, and globalized world. Through our experiences and conviction as researchers and teacher educators, we position a Vygotskian sociocultural theoretical perspective as foundational to informing and transforming LTE pedagogy. In this essay, we offer eight interrelated propositions that we believe constitute LTE pedagogy as a central domain for the knowledge-base of LTE.
Bibliographie:ObjectType-Article-1
SourceType-Scholarly Journals-1
ObjectType-Feature-2
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ISSN:1362-1688
1477-0954
DOI:10.1177/1362168818777539