Exploring the Practices of Second Language Teacher Education
About the Workshop
This workshop will explore a range of innovative teacher education practices designed to foster LA teacher learning and professional development. Through modeling and/or participating in these practices, language teachers and teacher educators will explore the teacher as a learner of teaching, trace the development of teachers' identities, analyze the complexities of teachers' concept development, recognize the complex social, cultural, political, and institutional factors that affect language teaching and students' language learning, and evaluate the role of disciplinary knowledge in the development of teaching expertise. Each practice will be evaluated for its theoretical and pedagogical contributions to L2 teacher professional development.
Instructional component (all credit options):
Friday-Sunday, June 26-28, 9am - 5pm
Follow-up component (3-credit option only):
In-class meetings: July 2, 5:30-8:00pm; July 30, 5:30-8:00pm
Independent work and individual meetings with instructor of record: June 29-July 30
Karen E. Johnson is Kirby Professor of Language Learning and Applied Linguistics at the Pennsylvania State University in the USA. In the MA TESL and the Ph.D. in Applied Linguistics degree programs, she teaches courses in AppliedLinguistics, Teaching English as a Second Language, Communication in Second Language Classrooms, and Theory and Research in Language Teacher Education. Her research interests include narrative inquiry as professional development, teacher learning in second language teacher education, and sociocultural research and perspectives on teacher professional development. She recently co-edited Research on Second Language Teacher Education: A Sociocultural Perspective on Professional Development (Routledge, 2011).
Paula Golombek is Clinical Associate Professor of Linguistics at the University of Florida. As Coordinator of the Undergraduate Certificate in Teaching English as a Second Language, she teaches undergraduate and graduate courses in teaching approaches in TESL, applied English grammar, and applied American English phonetics. She also supervises beginning teachers in their internship experience. Her research interests include narrative inquiry as professional development, teacher learning in second language teacher education, and sociocultural research and perspectives on teacher professional development. She recently co-edited with Karen E. Johnson Research on Second Language Teacher Education: A Sociocultural Perspective on Professional Development (Routledge, 2011).