Ebooks
Research on Second Language Teacher Education
As teacher educators, we believe the central mission of second language teacher
education (SLTE) is to support and enhance the professional development of
language teachers. Teacher professional development, it is commonly argued, is
key to improving the quality of student learning, the ultimate goal of any
educational enterprise. While over three decades of educational research now
conceptualize teacher learning as a long-term, developmental process that emerges
out of participation in the social practices and contexts associated with teaching
and learning, much remains hidden about what teacher professional development
actually looks like as it is the process of formation, how to best support teacher
professional development, or the relationship between teacher professional
development on the one hand and the cultural, institutional, and historical
situations in which that development occurs on the other. We posit that a
Vygotskian sociocultural theoretical perspective1 offers tremendous explanatory
power to both capture this elusive process and articulate sound ways to support
and enhance teacher professional development within SLTE programs.
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