Unveiling teacher learning: an investigation on the role of narratives and dialogic mediation on concept development

de São Thiago Rosa, Marcia

ISBN 10: 6202003227 / ISBN 13: 9786202003223

Published by LAP LAMBERT Academic Publishing, 2017

About this Item

192 pages. 8.66x5.91x0.44 inches. In Stock.

Seller Inventory # zk6202003227

Bibliographic Details

• Title: Unveiling teacher learning: an investigation on the role of narratives and dialogic mediation on concept development
• Publisher: LAP LAMBERT Academic Publishing
• Publication Date: 2017
• Language: English
• ISBN 10: 6202003227
• ISBN 13: 9786202003223
• Binding: Paperback
• Condition: Brand New
• Weight: 0.34 kilograms

About this title

Synopsis

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.

About the Author

Márcia de São Thiago Rosa holds a doctorate from the Postgraduate Program in Linguistics and Literary Studies(PPGI) at the Federal University of Santa Catarina(UFSC). Her doctoral research was focused on issues related to the pedagogical choices of English teachers, more specifically, the development of concepts and the role of dialogic mediation.