scholarly journals The ‘subject’ of Freeman & Johnson’s reconceived knowledge base of second language teacher education

2018 ◽  
Vol 24 (1) ◽  
pp. 37-48 ◽  
Author(s):  
Russell Cross
Keyword(s):  
Teacher Education ◽  
Second Language ◽  
Knowledge Base ◽  
Language Teacher Education ◽  
Language Teacher ◽  
Second Language Teacher Education ◽  
The Subject ◽  
The Individual ◽  
Second Language Teacher ◽  
The Way

This article focuses on reframing the ‘who’ of second language teacher education (SLTE), building on the framework laid out by Freeman and Johnson (FJ) in 1998 with particular attention to their notion of the teacher-as-learner. The first half of this article is conceptual, outlining one way I have found helpful for engaging with this notion since first encountering the framework some twenty years ago. The second half, being more substantive in focus, risks misinterpretation without this broader perspective: propositional ‘who’s’ that lack relevance on their own, not least in the way I see FJ’s call to engage with ‘the who of teaching’, and a focus on not just the individual, but also the context, goals, and background from which one comes to take up that role. This includes a discussion of the teacher-subject as an increasingly communicatively-complex, conflicted-compliant, and collaboratively-creative agent within the kinds of spaces that their roles can be realized against emerging contexts for ELT.

scholarly journals Responding to the Need for Re-Conceptualizing Second Language Teacher Education: The Potential of a Sociocultural Perspective

2016 ◽  
Vol 9 (12) ◽  
pp. 219 ◽  
Author(s):  
Minh Hue Nguyen
Keyword(s):  
Teacher Education ◽  
Second Language ◽  
Knowledge Base ◽  
Sociocultural Perspective ◽  
Language Teacher Education ◽  
Language Teacher ◽  
Genetic Method ◽  
Second Language Teacher Education ◽  
Constructivist Perspective ◽  
Second Language Teacher

<p class="apa">This paper aims to engage with and respond to recent calls in the literature for a unifying theoretical framework to understand second language teacher education (SLTE). It critically reviews the major conceptualizations of SLTE in relation to the key conceptualizations of second language (L2) teaching. The review identifies shortcomings in traditional perspectives on L2 teaching and SLTE and the need to re-conceptualize SLTE as a field. A recent re-conceptualization of SLTE is seen through the shift towards a social constructivist perspective, a redefinition of the knowledge base, research that responds to the epistemological shift, and a sociocultural perspective on SLTE. The existing literature shows that although there is now a growing body of research that looks into the various dimensions of SLTE, few studies have gained a comprehensive and systematic view of the complexities of SLTE. The paper argues that a sociocultural perspective, especially a combination of Vygotsky’s genetic method and Engeström’s proposal of the third generation of activity theory, has become a powerful way of understanding L2 teacher learning, which corresponds to the need for a re-conceptualization of SLTE. This paper calls for more research using a sociocultural framework to enrich its knowledge base.</p>

Student Teachers’ Learning and Professional Development in Second Language Teacher Education

2017 ◽  
Vol 7 (1) ◽  
pp. 13 ◽  
Author(s):  
Kamile Hamiloğlu
Keyword(s):  
Professional Development ◽  
Teacher Education ◽  
Second Language ◽  
Student Teachers ◽  
Student Teacher ◽  
Research Literature ◽  
Language Teacher Education ◽  
Language Teacher ◽  
Second Language Teacher Education ◽  
Second Language Teacher

This article is a review on student teacher (ST) learning in second language teacher education (SLTE) and it aims to establish a context for ST learning for professional development in SLTE research and frame its contribution to the current research literature. To achieve this, it conducts an overview on concepts of interest, and it places in perspective some of the key previous findings relating to the research at hand. Broadly, it is to serve as a foundation for the debate over perspectives of second/foreign language (S/FL) student teachers’ (STs’) learning to teach through their professional development with reference to both coursework and practicum contexts.Keywords: student teacher learning, second language teacher education (SLTE), professional development

scholarly journals Teacher education

2003 ◽  
Vol 36 (2) ◽  
pp. 120-157
Keyword(s):  
New York ◽  
Teacher Education ◽  
Second Language ◽  
Foreign Language ◽  
The United States ◽  
Language Teacher Education ◽  
Language Teacher ◽  
Second Language Teacher Education ◽  
Second Language Teacher ◽  
Teacher Trainer

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