This document discusses second language teacher education from a socially situated perspective. It argues that traditional teacher education has focused too much on transmitting disciplinary knowledge rather than viewing teachers as learners. It proposes a framework that sees teacher learning as situated within the social contexts of schools, classrooms, and the teaching activity itself. The knowledge base for teacher education should include research grounded in the practice of teaching and acknowledge that teachers learn through negotiating meaning within their social environments and experiences.
Problems in Educational PsychologyJournal article assignment d.docxbriancrawford30935
Problems in Educational Psychology
Journal article assignment due April 9, 2017
1. Read the two attached articles .
2. Respond to the following questions (print for class):
· Compare and contrast the ways King and Knapp each characterize the challenges associated with preparing teachers to educate diverse learners?
· What is dysconscious racism and how does it impede educational equity? (use examples from King’s article)
· How does Knapp depart from “traditional psychology” in her use of educational psychology to shape teacher pedagogy? What strategies does she use to teach pre-service teachers about the nature of teaching to reach all students?
· What are your ideas (or questions) about how educational psychologists can adopt a more structural perspective and/or critical approach to our research on classroom issues?
walk into the first class session of my introductory
educational psychology course for preservice teachers
and start writing on the board—the course number, my
name, and the following statement: There are a thou-
sand good ways to teach, and some really bad ones!
As we wait for the inevitable latecomers who are still
trying to find the room or figuring out the bus system,
students fill out a personal information sheet that asks for
their names, phone numbers, e-mail addresses, majors,
and the answer to the question: “In your own experience,
what things help you actually learn in classes? Please list
as many factors as possible.”
After everyone has a chance to think and write, we go
around the room introducing ourselves. Starting with
me, each person shares his or her name, career goal, and
one of the things that helps him or her learn. As they
talk, I write down each factor they identify, ending up
with a list of thirty or so different things on the board.
Then, looking at all of these, we talk about how different
we are in what helps us learn. Some of us really benefit
from an organized lecture, while others hate lectures and
learn best through small group discussion. Some want
notes in outline form on the overhead, while others
understand visuals or diagrams better. But we also talk
about how we are the same: no one ever says they learn
best when they aren’t allowed to ask questions, or when
the teacher is disorganized, unenthusiastic, or gives no
concrete examples of the concepts being taught. Finally,
I point out that the different learning preferences my stu-
dents have shared are only one aspect of the dilemma of
student diversity that is common to all teachers: How
can I try to meet all of my students’ different learning
preferences, needs, and goals in one class, one class-
room? This then leads me into the syllabus and why I
have chosen to structure the class as I have.
The Need to Prepare Teachers for Diversity
Our introductory educational psychology course is
usually the first education course taken by preservice
teachers at the University of Georgia. I teach one sec-
tion of thirty-five students, mostly fre.
Problems in Educational PsychologyJournal article assignment d.docxbriancrawford30935
Problems in Educational Psychology
Journal article assignment due April 9, 2017
1. Read the two attached articles .
2. Respond to the following questions (print for class):
· Compare and contrast the ways King and Knapp each characterize the challenges associated with preparing teachers to educate diverse learners?
· What is dysconscious racism and how does it impede educational equity? (use examples from King’s article)
· How does Knapp depart from “traditional psychology” in her use of educational psychology to shape teacher pedagogy? What strategies does she use to teach pre-service teachers about the nature of teaching to reach all students?
· What are your ideas (or questions) about how educational psychologists can adopt a more structural perspective and/or critical approach to our research on classroom issues?
walk into the first class session of my introductory
educational psychology course for preservice teachers
and start writing on the board—the course number, my
name, and the following statement: There are a thou-
sand good ways to teach, and some really bad ones!
As we wait for the inevitable latecomers who are still
trying to find the room or figuring out the bus system,
students fill out a personal information sheet that asks for
their names, phone numbers, e-mail addresses, majors,
and the answer to the question: “In your own experience,
what things help you actually learn in classes? Please list
as many factors as possible.”
After everyone has a chance to think and write, we go
around the room introducing ourselves. Starting with
me, each person shares his or her name, career goal, and
one of the things that helps him or her learn. As they
talk, I write down each factor they identify, ending up
with a list of thirty or so different things on the board.
Then, looking at all of these, we talk about how different
we are in what helps us learn. Some of us really benefit
from an organized lecture, while others hate lectures and
learn best through small group discussion. Some want
notes in outline form on the overhead, while others
understand visuals or diagrams better. But we also talk
about how we are the same: no one ever says they learn
best when they aren’t allowed to ask questions, or when
the teacher is disorganized, unenthusiastic, or gives no
concrete examples of the concepts being taught. Finally,
I point out that the different learning preferences my stu-
dents have shared are only one aspect of the dilemma of
student diversity that is common to all teachers: How
can I try to meet all of my students’ different learning
preferences, needs, and goals in one class, one class-
room? This then leads me into the syllabus and why I
have chosen to structure the class as I have.
The Need to Prepare Teachers for Diversity
Our introductory educational psychology course is
usually the first education course taken by preservice
teachers at the University of Georgia. I teach one sec-
tion of thirty-five students, mostly fre.
Cultural Country Profiles and their Applicability for Conflict Prevention and...Richter Thomas
Pre-Publish version of: Richter, T. & Adelsberger, H.H. (2014). Cultural Country Profiles and their Applicability for Conflict Prevention and Intervention in Higher Education. In: Stracke, C.M., Ehlers, U.-D., Creelman, A., & Shamarina-Heidenreich, T. (Eds.), Proceedings of the European Conference LINQ & EIF 2014, Crete, Greece, Changing the trajectory – Quality for Opening up Education, Logos Verlag Berlin GmbH, Berlin, pp. 58-66.
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Cultural Country Profiles and their Applicability for Conflict Prevention and...Richter Thomas
Pre-Publish version of: Richter, T. & Adelsberger, H.H. (2014). Cultural Country Profiles and their Applicability for Conflict Prevention and Intervention in Higher Education. In: Stracke, C.M., Ehlers, U.-D., Creelman, A., & Shamarina-Heidenreich, T. (Eds.), Proceedings of the European Conference LINQ & EIF 2014, Crete, Greece, Changing the trajectory – Quality for Opening up Education, Logos Verlag Berlin GmbH, Berlin, pp. 58-66.
Assessment for cultural learning in contexts for students learning. By an interchange for minimun needs. Indeed this can enhange your qualifications in social studies habilities in language. By Vielka Reece D.
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The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
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Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
Biological screening of herbal drugs: Introduction and Need for
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The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
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unwillingness to rectify this violation through action requires accountability.
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Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
1. BORICHA DEVIKA K
SEM: 3
TOPIC : SECOND LANGUAGE TEACHER
EDUCATION BY DONALD FREEMAN
MY EMAIL ID:
devikaboricha08@gmail.com
MAHARAJA KRISHNAKUMARSINHJI
BHAVNAGAR UNIVERSITY
DEPARTMENT OF ENGLISH
DR.DILIP BARAD
2. .
Second language teacher education
.........................................................................
In second language teacher education in
North America, we have not spent much
time thinking about these questions, nor
have we actively pursued and defined our
own forms of knowledge.
Instead, we have 2001 relied on the
familiar forms of research and
documentation of our parent
disciplines of applied linguistics,
theoretical linguistics, psychology, and
less centrally, education, anthropology,
and sociology.
3. A socially-situated perspective on teacher learning
....................................................................................
Such reconceptualizations of how teachers learn to teach and how they carry
out their work in classrooms highlight the fundamentally social nature of
cognition and learning. Theories of situated cognition argue that knowledge
entails lived practices not just accumulated information.
A socially-situated view of knowledge argues that the processes of learning are
negotiated with people in what they do, through experiences in the social
practices associated with particular activities.
Thus, this view of learning to teach is based on assumptions that knowing,
thinking, and understanding come from the practice of learning and teaching
in specific classroom and school situations
4. A framework for the knowledge-base of language teacher
education
.............................................................................................
A framework for the knowledge-base of language teacher education Arguments in
favour of this socially-situated perspective and against the contextual, knowledge-
transmission view of teacher learning and teacher education have focused on how
teachers learn to teach and how they carry out their work in the contexts of students,
classrooms, curricula, and communities.
On this basis we have contended that the knowledgebase of second language teacher
education must include research that is grounded in the activity of teaching itself,
which canters on who does the work, where and how it is done (Freeman and Johnson
1998).
5. The teacher as a learner of teaching
........................................................................
This simple yet crucial shift in
emphasis has often been ignored,
however. While recognizing that
classroom language learning is a
complex process, it is obvious that
language students learn from many
sources, among them the teacher.
We believe that the field needs to
recognize that language teacher
education is primarily concerned with
teachers as learners of language
teaching rather than with their
students as learners of language.
In our push to understand this complexity, teachers are often portrayed as
conduits to students rather than as individuals who think and are learning in their
own right. Addressing this view of who the learner is in teacher education is a
critical conceptual step to re-entering.
6. The contexts of schools and schooling
..............................................................................
The contexts of schools and
schooling In this domain, we see
schools and schooling as the
socio-cultural contexts for
teacher learning; understanding
them is a crucial step in
establishing a knowledge base
for language teacher education
Schools focus on the physical
settings in which teaching and
learning take place. But these
places where teaching occurs are
not neutral or inconsequential to
the activity of teaching. Instead,
they are a powerful force that
impacts on what and how
teachers teach.
7. .
The activity of teaching and learning
.........................................................................
Traditionally, as we have pointed out, the knowledge-base of
language teacher education in North America has been
dominated by disciplinary knowledge, knowledge that is
derived from outside the activity of language teaching itself.
8. The framework as a system
...............................................................
We see this framework (Freeman & Johnson, 1998) as a system
which describes the socio-cultural context in which teacher
learning and language teaching take place, therefore we argue
that the knowledgebase cannot be defined as a static set of
information and skills. Drawing from the allied perspectives of
socio-cultural theory.
9. The role of theoretical knowledge
........................................................................
Expanding the knowledge-base of
second language teacher
education to acknowledge the
teacher as a learner of teaching,
the contexts of schools and
schooling, and how the activities
of teaching function through
participation, does not exclude
disciplinary or theoretical
knowledge from the knowledge-
base of second language teacher
education.
On the contrary, knowledge of how
language is structured, acquired, and
used remains fundamental to our
understandings of language learning
and the activity of language
teaching. However, when teacher
learning is viewed from a socially-
situated perspective, teachers need
multiple opportunities to examine
the theoretical knowledge they meet
in their professional education in
the familiar context of the work they
do in their classrooms.
10. .
Conclusion
......................
when viewed from a socially-situated perspective, we see becoming a
language teacher as a complex, socially constructed, developmental process
in which formal professional education plays only one small part. Teachers
come to teacher education programs with prior knowledge and experiences
that shapes what they learn.