Language Teacher Educator Expertise: A Vygotskian Sociocultural Frame for Teacher Educator Development.
Saved in:
| Title: | Language Teacher Educator Expertise: A Vygotskian Sociocultural Frame for Teacher Educator Development. |
|---|---|
| Authors: | Johnson, Karen E.1 (AUTHOR), Golombek, Paula R.2 (AUTHOR), Rieker, Jacob1 (AUTHOR) |
| Source: | Second Language Teacher Education (SLTE). Nov2025, Vol. 4 Issue 2, p117-146. 30p. |
| Subject Terms: | *Education of language teachers, *Instructional innovations, *Language teachers, *Reflective teaching, *Teacher development, *Experiential learning, *Zone of proximal development |
| Abstract: | We take up the issue of what constitutes language teacher educator expertise. We propose a Vygotskian sociocultural theoretical (VSCT) informed tripartite frame of innovation, intentionality, and intervention to both document and develop expertise. The frame prompts teacher educators to design context-specific innovations that embody a clear ideal, engage in theoretically grounded reasoning for the choices they make in deliberately and ethically enacting their pedagogy, and empirically examine the consequences of their pedagogy by provoking and tracking transformations in teacher reasoning and pedagogy. We reject a static view of expertise as being a set of individual or context-specific traits, dispositions, or knowledge. Instead, our tripartite frame operationally defines expertise as the praxis-based activities of second language teacher education (SLTE) pedagogy and the transformative impact this pedagogy has on learners of language teaching. We describe two innovations that language teacher educators who engage with VSCT have conducted in different instructional contexts and with different teacher populations. We detail how these language teacher educators took up the tripartite frame as a conceptual tool to motivate the design and enactment of their interventions and provide empirical evidence of the developmental consequences for the language teacher educators and the language teachers/tutors with whom they work. We close by offering significant pedagogical and methodological implications for VSCT-informed praxis-based SLTE pedagogy. This highly theorized practical tripartite frame, we believe, creates a workable tool to imagine, think through, and enact praxis-based SLTE pedagogy while simultaneously creating opportunities for the development of language teacher educator expertise. [ABSTRACT FROM AUTHOR] |
| Copyright of Second Language Teacher Education (SLTE) is the property of University of Toronto Press and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
|
Full text is not displayed to guests.
Login for full access.
|
|
Be the first to leave a comment!
