English Language Teacher Education A Sociocultural Perspective on Pr
This book examines a range of complex issues concerning the professional experience (i.e., practicum) in English language teacher education with regard to curriculum design and implementation, as well as professional learning. Drawing on a sociocultural p
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English Language Teacher Education A Sociocultural Perspective on Preservice Teachers’ Learning in the Professional Experience
English Language Teacher Education
Minh Hue Nguyen
English Language Teacher Education A Sociocultural Perspective on Preservice Teachers’ Learning in the Professional Experience
123
Minh Hue Nguyen Faculty of Education Monash University Clayton, VIC, Australia
ISBN 978-981-13-9760-8 ISBN 978-981-13-9761-5 https://doi.org/10.1007/978-981-13-9761-5
(eBook)
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Preface
This book aims to be inviting and readable to teacher educators, researchers, curriculum developers, and preservice teachers in English language teacher education. It draws on my Ph.D. research and incorporates my postdoctoral understandings gained from my direct involvement in English language teacher education at Monash University over the years as both a teacher educator and a researcher. This book includes case studies that examine in depth the professional learning experiences of preservice English language teachers during the practicum in the neoliberal world that is mobile, diverse, and changing in many ways. It engages with major contemporary issues pertaining to neoliberal English language teacher education, such as curriculum design, mentoring, pedagogical learning, professional identity, and emotions. These issues are tied together coherently through the use of a sociocultural theoretical framework. In collecting data for this research, I went to practicum sites and had in-depth conversations with preservice teachers, their mentors, and academics. I heard thought-provoking
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