Saved in:
| Main Author: | |
|---|---|
| Format: | Artículo científico |
| Language: | en |
| Published: |
Universidade Federal de Santa Catarina
2015
|
| Subjects: | |
| Online Access: | https://www.redalyc.org/articulo.oa?id=478347657008 |
| Tags: |
Add Tag
No Tags, Be the first to tag this record!
|
Table of Contents:
- PREPARING FOR THE COMPLEXITIES OF TEACHING: MODELING CONCEPTUAL THINKING IN POST-OBSERVATION CONFERENCES Jane K. Harvey Camilla Vásquez Lengua y Literatura post conceptual thinking Sociocultural theory observation conferences In order for teacher educators to prepare teachers for complexities of language teaching, their nature needs to be understood. Vygotskian sociocultural theory ofers a useful framework for construing such complexities. Vygotsky distinguished between everyday and scientiic concepts, and saw the interaction of the two as conceptual thinking, the basis for higher order cognitive skills. Johnson (2009) frames learning to teach as the development of conceptual thinking and considers the nature of the dialogue in teacher education activities as crucial to this development. Drawing on longitudinal data from a semester-long case study of the dialogic interactions between a teacher and teacher educator, this study illustrates how the teacher educator modeled conceptual thinking in her language. We propose a taxonomy of conceptualizations about language teaching that may help teacher educators be more purposeful in designing activities for and interacting with novice teachers. 2015 artículo científico 2175-8026 https://www.redalyc.org/articulo.oa?id=478347657008 en http://www.redalyc.org/revista.oa?id=4783 Ilha do Desterro: A Journal of English Language, Literatures in English and Cultural Studies application/pdf Universidade Federal de Santa Catarina Ilha do Desterro: A Journal of English Language, Literatures in English and Cultural Studies (Brasil) Num.1 Vol.68