Embracing a sociocultural perspective on human cognition and
employing an array of methodological tools for data collection and
analysis, this volume documents the complexities of second language
teachers? professional development in diverse L2 teacher education
programs around the world, including Asia, South America, Europe,
and North America, and traces that development both over time and
within the broader cultural, historical and institutional settings
and circumstances of teachers? work.
This systematic examination of teacher professional development
illuminates in multiple ways the discursive practices that shape
teachers? knowing, thinking, and doing and provides a window into
how alternative mediational means can create opportunities for
teachers to move toward more theoretically and pedagogically sound
instructional practices within the settings and circumstances of
their work. The chapters represent both native and nonnative
English speaking pre-service and in-service L2 teachers at all
levels from K-12 through higher education, and examine significant
challenges that are present in L2 teacher education programs.
General
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