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Unveiling teacher learning. An investigation on the role of narratives and dialogic mediation on concept development
В наличии
Местонахождение: Алматы | Состояние экземпляра: новый |
Бумажная
версия
версия
Автор: Marcia de S?o Thiago Rosa
ISBN: 9786202003223
Год издания: 2017
Формат книги: 60×90/16 (145×215 мм)
Количество страниц: 192
Издательство: LAP LAMBERT Academic Publishing
Цена: 28865 тг
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Аннотация: The overall duty of teacher education programs has always been the same- preparing pre-service and in service teachers for teaching- yet, the way the field understands how teachers learn to do their job has been sensibly changing over the last decades (Freeman&Johnson,1998). On the flip side of the traditional positivist paradigm which dictate(d) and model(ed) specific teaching behaviors to achieve determined outcomes, is the vygostskian sociocultural theoretical perspective, which recognizes learning as a unique process shaping and being shaped by the social context in which the individual is inserted. This perspective has garnered prominence in the scenario of second/foreign language teacher education and prompted a call for researches on teachers’ learning. Joining the various voices aiming at responding to such call, this study’s ultimate goal was to show the power of sociocultural perspective in unveiling language teachers’ cognition. As such, this study investigates how two English as a foreign language experienced teachers’ conceptions of teaching emerged and evolve as they move along a one-semester teaching experience in which their pedagogical practice is object of study.
Ключевые слова: concept development, Narratives, Sociocultural theory, dialogic mediation