Initial Language Teacher Education

Cover
Half Title
Series
Title
Copyright
Dedication
Contents
Series Editor Preface
Acknowledgments
Introduction
Part I From research to implications
	Summary
	Initial teacher education: a contested field
	Traditions in initial teacher education
	The Sociocultural Turn in second language teacher education
		Learning and the zone of proximal development
	Understanding the mediated learning experience
	Teacher learning and the sociocultural perspective
		Obuchenie and perezhivanie in Vygotsky’s theory
		Everyday and scientific concepts
	Understanding student teachers’ learning and development
		Stage 1: early idealism
		Stage 2: personal survival
		Stage 3: dealing with difficulties
		Stage 4: hitting a plateau
		Stage 5: moving on
	Implications of the research: what we can learn about initial teacher education practices
		Implications of adopting a sociocultural perspective
		Implications of seeing learning as mediated activity
		Implications of a staged view of student teacher development
	From research to application: toward a framework for organic mediation of language teacher learning in ITE
	Looking ahead
PART II From implications to application
	Summary
	Introduction
	Learning to see
		Activity 1: what is going on in this picture?
		Activity 2: codification—my first supervised teaching practice
		Activity 3: evidence, reasons, recollections
		Activity 4: sound only, then picture and sound
		Activity 5: deconstructing a core professional concept
		Activity 6: how my teacher would have done it
		Activity 7: it’s all in the details
		Activity 8: running observation
		Activity 9: annotated observation
		Activity 10: I see myself in it
		Activity 11: KWL+ chart
		Activity 12: memory cards
		Activity 13: fishbowl feedback
		Activity 14: pre-observation interview script
		Activity 15: experiential learning
		Activity 16: connections, connections, and more connections
		Activity 17: exempli gratia
	Learning to do
		Activity 18: modeling
		Activity 19: protocols
		Activity 20: scaffolded planning
		Activity 21: change one
		Activity 22: loop input
		Activity 23: rewriting a lesson plan
		Activity 24: looking for learning
		Activity 25: a picture is worth a thousand words
		Activity 26: collective rubric creation
		Activity 27: alternatives, alternatives
		Activity 28: microteaching
		Activity 29: classroom narrative
		Activity 30: pentagonal possibilities
		Activity 31: think and write
	Learning to become
		Activity 32: lesson critique
		Activity 33: connecting to someone else’s experience
		Activity 34: eyewitness accounts
		Activity 35: anonymous
		Activity 36: reflective journals
		Activity 37: topic wrap-up
		Activity 38: feedback sessions that CARE
		Activity 39: book club presentations
		Activity 40: the lesson plan under a microscope
		Activity 41: it’s all about being prepared
		Activity 42: what I learned not to do (or simply, do differently)
		Activity 43: coaching from the sidelines
		Activity 44: supported experiments
		Activity 45: exploring possible selves
		Activity 46: connections, connections, connections
PART III From application to implementation
	Summary
	Introduction
	If you are a ToT working in short or intensive programs
		Ways to proceed
	If you are a ToT working in BA or a similarly extended program
		Ways to proceed
	If you are a ToT working in diploma or MA programs
		Ways to proceed
PART IV From implementation to research
	Summary
	Introduction
	Mel’s classroom research story
	Some possible ways to get started with research
References
Index