Informing and transforming language teacher education pedagogy

Karen E. Johnson, Paula R. Golombek

Research output: Contribution to journalArticle

1 Citation (Scopus)

Abstract

Given emerging trends in where, why, how, and to what end English language teachers are being prepared, we argue that greater attention to the design, enactment, and consequences of language teacher education (LTE) pedagogy is critical in order to meet the needs of current and future English language teachers in an increasingly diverse, mobile, unequal, and globalized world. Through our experiences and conviction as researchers and teacher educators, we position a Vygotskian sociocultural theoretical perspective as foundational to informing and transforming LTE pedagogy. In this essay, we offer eight interrelated propositions that we believe constitute LTE pedagogy as a central domain for the knowledge-base of LTE.

Original languageEnglish (US)
Pages (from-to)116-127
Number of pages12
JournalLanguage Teaching Research
Volume24
Issue number1
DOIs
StatePublished - Jan 1 2020

Fingerprint

teacher of languages
teacher
language
education
English language
Informing
Pedagogy
Language Teacher Education
educator
trend
experience
Language Teachers
Conviction
L. S. Vygotsky
Enactment
Educators

All Science Journal Classification (ASJC) codes

  • Language and Linguistics
  • Education
  • Linguistics and Language

Cite this

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Informing and transforming language teacher education pedagogy. / Johnson, Karen E.; Golombek, Paula R.

In: Language Teaching Research, Vol. 24, No. 1, 01.01.2020, p. 116-127.

Research output: Contribution to journalArticle

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