Praxis-oriented pedagogy and the development of l2 novice teacher expertise

Karen E. Johnson, Deryn P. Verity, Sharon S. Childs

Research output: Contribution to journalArticlepeer-review

2 Scopus citations

Abstract

While past L2 teacher cognition research has critically examined what L2 teachers know, believe, and think, limited progress has been made in addressing fundamental questions about the development of L2 teacher/teaching expertise. Grounded in Vygotskian sociocultural theory, this article tracks the developmental trajectory of three novice ESL teachers over two years as they move through three praxisoriented pedagogy courses. The findings illustrate how a specific set of pedagogical concepts come to function as mediational means, enabling them to shift their instructional stance from teacher-centred to teaching as dialogic mediation.

Original languageEnglish (US)
Pages (from-to)3-23
Number of pages21
JournalEuropean Journal of Applied Linguistics and TEFL
Volume9
Issue number2
StatePublished - 2020

All Science Journal Classification (ASJC) codes

  • Linguistics and Language
  • Language and Linguistics

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