Table of Contents
Part 1 *
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: Towards a Framework for organic mediation of language teacher learning in ITE *
a. Engaging *
b. Noticing, *
c. Accessing *
d. Bridging *
e. Launching *
f. Extending *
Looking ahead *
Part 2 *
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 & sound *
Activity # 5: Deconstructing a core professional concept *
Activity # 6: How would my teacher 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: K-W-L + 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: Micro Teaching *
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 C.A.R.E. *
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 # 44: Supported Experiments *
Activity # 45: Exploring possible selves *
Activity # 46: Connections, connections, connections *
Part 3 *
From Application to Implementation *
Summary *
Introduction *
If you are a ToT working in short or intensive programs *
Ways to proceed *
2. If you are a ToT working in BA or similarly extended program *
Ways to proceed *
If you are a ToT working in Diploma or MA programs *
Ways to proceed *
Part 4 *
From Implementation to Research *
Summary *
Introduction *
Mel's classroom research story *
Investigating modes of delivery and input on CELTA courses *
Some possible ways to get started with research *
References *
