Educating second language teachers : the same things done differently /
Donald Freeman.
- Oxford : Oxford University Press ; 2016.
- xxi, 290 p. ; 24 cm.
- Oxford applied linguistics .
- Oxford applied linguistics. .
Includes bibliographical references and index.
Machine generated contents note: pt. ONE How people use what they know to do what they do in the language classroom -- Introduction to Part One -- 1.Teaching (language) teaching -- The chapter argument -- Prescriptive proposals and descriptive understandings -- Teaching teaching: pronominal and nominal views -- The isomorphic relationship -- Social facts and thought collectives -- The chapter argument revisited -- 2.The central challenges in second language teacher education -- The chapter argument -- The first challenge: language in the world and language in the classroom -- The language classroom -- as microcosm or on ramp -- How classrooms make language content -- The second challenge: how classrooms (re)define language teaching -- Language classrooms and teachers' technical cultures -- The third challenge: how people learn to teach languages -- Language teaching identity -- The chapter argument revisited -- pt. TWO Learning to be a language teacher -- Note continued: Introduction to Part Two -- 3.How people become language teachers: defining background knowledge -- The chapter argument -- Two views of background knowledge -- The `born expertise' position -- The `made over time' position -- ELT programs and the notion of `born expertise' -- Two theorizations of teacher learning -- The chapter argument revisited -- 4.Disciplinary transmission in second language teacher education -- The chapter argument -- Setting the terms -- disciplinary hybrids -- Disciplinary communities and their vernaculars -- Putting the terms in circulation: a tale of two conferences -- The chapter argument revisited -- 5.Learning-in-place: situating content and professional learning in language teacher education -- The chapter argument -- The dilemma of language as situated content -- The dilemma of situated learning in teacher preparation -- Pedagogical simplification -- The chapter argument revisited -- Note continued: 6.Socio-cultural views: understanding sense making and what travels in learning to teach languages -- The chapter argument -- Sense making -- How actions become meaningful and activity works as a system -- What travels -- Equipment, tools, and activity -- Levels of contradiction -- The chapter argument revisited -- pt. THREE Core processes of second language teacher education -- Introduction to Part Three -- 7.How teacher thinking got to be part of language teaching -- The chapter argument -- Generation zero: thinking as behaving -- The first generation: thinking methodologically -- The second generation: thinking synthetically -- The third generation: thinking heuristically -- The chapter argument revisited -- 8.Four representations of teacher thinking -- The chapter argument -- Horizontal connections (within educational research) -- Idea 1 Decisions and decision-making -- Idea 2 teachers' thought processes -- Note continued: Vertical connections (in language teaching) -- Idea 3 An ethno-cognitive model of teachers' decision-making -- Idea 4 Language teacher cognition(s) -- The chapter argument revisited -- 9.Knowledge generations in language teaching -- The chapter argument -- The first generation -- defining what -- The second generation -- defining how -- The third generation -- defining who and where -- The fourth generation -- defining why -- The chapter argument revisited -- 10.Knowledge-geographies: a socio-professional view of what is worth knowing in ELT -- The chapter argument -- The structural map: a geography of institutions -- The implementational map: a geography of practices -- The human map: a geography of participation -- The chapter argument revisited -- 11.Reflecting: thinking and knowing in teaching situations -- The chapter argument -- (Re)conceptualizing reflection: situations of practice and action-present -- Implementing reflection -- Note continued: Reflection-as-repair -- Reflection in situations of practice and action-present -- The chapter argument revisited -- pt. FOUR A design theory -- Introduction to Part Four -- 12.A design theory -- Part one: social facts and communities -- The chapter argument -- The same things done differently -- A teacher education design theory (Part one) -- Tools and opportunities -- Social facts -- Local and professional languages -- Communities -- The chapter argument revisited -- 13.A design theory -- Part two: renaming experience to reconstruct practice -- The chapter argument -- A teacher education design theory (Part two) -- Two forms of community -- Articulation -- Explanation -- Why call this theory a design theory? -- Appendix A -- Using the theory in language teacher education activities -- An ongoing example: the language-learning biography -- Using tools to create social facts: an ongoing example -- Note continued: Pathways to content: converting time into social experience -- Discussion -- Appendix B -- Using the theory in language teacher education programs -- At the level of activity -- At the level of a module or course -- Summarizing design ideas -- Appendix C -- Thoughts on assessment -- Analyses -- Summary.
978019442756 (pbk.)
60002096165
2016296468
Language teachers--Training of. English language--Study and teaching. English language--Study and teaching. Language teachers--Training of.