Informing and Transforming Language Teacher Education Pedagogy

Autor/inn/en	Johnson, Karen E.; Golombek, Paula R.
Titel	Informing and Transforming Language Teacher Education Pedagogy
Quelle	In: Language Teaching Research, 24 (2020) 1, S.116-127 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1362-1688
DOI	10.1177/1362168818777539
Schlagwörter	Language Teachers; Teacher Education; Educational Change; Second Language Learning; Second Language Instruction; Teaching Methods; Knowledge Base for Teaching; Sociocultural Patterns; English (Second Language); Goal Orientation; Faculty Development; Learning Processes + Suchen Sie Ihr Suchwort? Language teacher; Sprachunterricht; Lehrerausbildung; Lehrerbildung; Bildungsreform; Zweitsprachenerwerb; Fremdsprachenunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Teaching theory; Theory of teaching; Unterrichtstheorie; Soziokulturelle Theorie; English as second language; English; Second Language; Englisch als Zweitsprache; Zielorientierung; Zielvorstellung; Learning process; Lernprozess
Abstract	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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01