English Language Teacher Education

A Sociocultural Perspective on Preservice Teachers’ Learning in the Professional Experience

Research output: Book/ReportBookResearchpeer-review

Abstract

This book examines a range of complex issues concerning the professional experience (i.e., practicum) in English language teacher education with regard to curriculum design and implementation, as well as professional learning. Drawing on a sociocultural perspective, it explores the context of the professional experience, preservice teachers as learners of English language teaching, and the activity of learning to teach English language in connection with interrelated contextual and personal issues: contextual issues such as policies, curricula, university-school partnerships, and mentoring relations are investigated in relation to personal issues such as the beliefs, expectations, prior educational experiences, previous teaching experiences, and cultural-linguistic backgrounds of preservice teachers. In turn, the book addresses professional learning issues, including professional identity development, emotional experiences, and pedagogical learning, in depth. The book delves into the qualitative “fine-grained” aspects of the professional experience while also making valuable conceptual contributions through a sociocultural analysis of the professional learning experience, which can also be applied to research in other teacher education contexts. The findings presented here hold practical implications for English language teacher education in terms of developing a knowledge base for English language teaching and an effective model of professional experience to prepare English language teachers for working in today’s expanded, diverse and dynamic neoliberal contexts.
Original languageEnglish
Place of PublicationSingapore Singapore
PublisherSpringer
Number of pages185
Edition1st
ISBN (Electronic)9789811397615
ISBN (Print)9789811397608
DOIs
Publication statusPublished - 2019

Keywords

  • second language teacher education
  • professional experience
  • language teacher cognition
  • sociocultural theory
  • activity theory
  • English language teacher education curriculum
  • developing knowledge base for English language teaching
  • school-based teaching
  • English as an additional language
  • pre-service English language teaching

Cite this

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title = "English Language Teacher Education: A Sociocultural Perspective on Preservice Teachers’ Learning in the Professional Experience",
abstract = "This book examines a range of complex issues concerning the professional experience (i.e., practicum) in English language teacher education with regard to curriculum design and implementation, as well as professional learning. Drawing on a sociocultural perspective, it explores the context of the professional experience, preservice teachers as learners of English language teaching, and the activity of learning to teach English language in connection with interrelated contextual and personal issues: contextual issues such as policies, curricula, university-school partnerships, and mentoring relations are investigated in relation to personal issues such as the beliefs, expectations, prior educational experiences, previous teaching experiences, and cultural-linguistic backgrounds of preservice teachers. In turn, the book addresses professional learning issues, including professional identity development, emotional experiences, and pedagogical learning, in depth. The book delves into the qualitative “fine-grained” aspects of the professional experience while also making valuable conceptual contributions through a sociocultural analysis of the professional learning experience, which can also be applied to research in other teacher education contexts. The findings presented here hold practical implications for English language teacher education in terms of developing a knowledge base for English language teaching and an effective model of professional experience to prepare English language teachers for working in today’s expanded, diverse and dynamic neoliberal contexts.",
keywords = "second language teacher education, professional experience, language teacher cognition, sociocultural theory, activity theory, English language teacher education curriculum, developing knowledge base for English language teaching, school-based teaching, English as an additional language, pre-service English language teaching",
author = "Nguyen, {Minh Hue}",
year = "2019",
doi = "10.1007/978-981-13-9761-5",
language = "English",
isbn = "9789811397608",
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}

English Language Teacher Education : A Sociocultural Perspective on Preservice Teachers’ Learning in the Professional Experience. / Nguyen, Minh Hue.

1st ed. Singapore Singapore : Springer, 2019. 185 p.

Research output: Book/ReportBookResearchpeer-review

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