Learning to teach English and the language arts : a Vygotskian perspective on beginning teachers' pedagogical concept development / Peter Smagorinsky.
| Author/creator | Smagorinsky, Peter author. |
| Format | Electronic |
| Publication | London : Bloomsbury Academic, 2020. |
| Description | 1 online resource (xvi, 246 pages) : illustrations |
| Supplemental Content | ProQuest Ebook Central |
| Subjects |
| Contents | Vygotsky and concept development -- Methodological implications of taking a Vygotskian approach to teacher development -- The apprenticeship of observation, updated, and its effects on beginning teachers' evolving pedagogical conceptions -- Concept development in teacher education coursework and practica - Cultures of color and the deep structure of schools -- Fuzzy concepts in teacher education and their consequences in the classroom -- Policy, practice, and disruptions in concept development -- School settings and course assignments in shaping conceptions of curriculum and instruction -- Competing centers of gravity within settings of learning to teach -- Learning to teach grammar at the intersection of formalism and flexibility -- Community concepts and their societal settings, and how they shape practice. |
| Abstract | "Drawing together Smagorinsky's extensive research over a 20-year period, Learning to Teach English and the Language Arts explores how beginning teachers' pedagogical concepts are shaped by a variety of influences. Challenging popular thinking about the binary roles of teacher education programs and school-based experiences in the process of learning to teach, Smagorinsky illustrates, through case studies in the disciplines of English and the Language Arts, that teacher education programs and classroom/school contexts are not discrete contexts for learning about teaching, nor are each of these contexts unified in the messages they offer about teaching. He explores the tensions, not only between these contexts and others, but within them to illustrate the social, cultural, contextual, political and historical complexity of learning to teach. Smagorinsky revisits familiar theoretical understandings, including Vygotsky's concept development and Lortie's apprenticeship of observation, to consider their implications for teachers today and to examine what teacher candidates learn during their teacher education experiences and how that learning shapes their development as teachers."-- Provided by publisher. |
| Bibliography note | Includes bibliographical references (pages 225-241) and index. |
| Issued in other form | Print version: 1350142891 9781350142893 |
| Genre/form | Electronic books. |
| ISBN | 1350142905 (electronic bk.) |
| ISBN | 9781350142909 (electronic bk.) |
| ISBN | 9781350142923 electronic book |
| ISBN | 1350142921 electronic book |
| ISBN | 1350142913 electronic publication |
| ISBN | 9781350142916 (electronic bk.) |
| ISBN | hardcover |
| ISBN | hardcover |
| Stock number | 9781350142916 codeMantra |
Availability
| Library | Location | Call Number | Status | Item Actions |
|---|---|---|---|---|
| Electronic Resources | Access Content Online | ✔ Available |