Taking a Vygotskian sociocultural stance, this book demonstrates the meaningful role that L2 teacher educators and L2 teacher education play in the professional development of L2 teachers through systematic, intentional, goal-directed, theorized L2 teacher education pedagogy. The message is resoundingly clear: Teacher education matters! It empirically documents the ways in which engagement in the practices of L2 teacher education shape how teachers come to think about and enact their teaching within the sociocultural contexts of their learning-to-teach experiences. Providing an insider’s look at L2 teacher education pedagogy, it offers a close up look at teacher educators who are skilled at moving L2 teachers toward more theoretically and pedagogically sound instructional practices and greater levels of professional expertise. First, the theoretical foundation and educational rationale for exploring what happens inside the practices of L2 teacher education are established. These theoretical concepts are then used to conduct microgenetic analyses of the moment-to-moment, asynchronous, and at-a-distance dialogic interactions that take place in five distinct but sometimes overlapping practices that the authors have designed, repeatedly implemented, and subsequently collected data on in their own L2 teacher education programs. Responsive mediation is positioned as the nexus of mindful L2 teacher education and proposed as a psychological tool for teacher educators to both examine and inform the ways in which they design, enact, and assess the consequences of their own L2 teacher education pedagogy.
The teacher educators who have contributed to this volume recognize the challenges of balancing respect for their students with the call to social justice.
Second, the sheer magnitude of a principal's job has ballooned so much in recent years that few educators are interested in becoming principals (Cusick, 2002; Hewitt, Pijanowski, Carnine, & Denny, 2008). This reality of “leadership in ...
... Mindfulness in and out of the classroom. Parallax Press. Sullivan, M., & Arat, A. (2018). Postsecular charisma: Thich Nhat Hanh and the ethics of mindfulness. In S. Stanley, R. Purser, & N. Singh (Eds.), Handbook of Ethical Foundations of ...
Teasdale, J., Williams, M., & Segal, Z. (2014). The mindful way workbook: An 8week program to free yourself from depression and emotional distress. New York, NY: Guilford Press. Tolle, E. (2003). Stillness speaks.
This book is perfect for teachers of all kinds: schoolteachers, religious educators, coaches, parents-anyone who teaches anything.
The teacher educators who have contributed to this volume recognize the challenges of balancing respect for their students with the call to social justice.
The book contains detailed guidance on how to work with different age groups, from 4-18 years, and looks at whole-school approaches through specific subject areas and implementation strategies.
The second book in this series, Impacting Teaching and Learning: Contemplative Practices, Pedagogy, and Research in Education, demonstrates research-based practices from a variety of teacher education programs, bringing together a rich ...
This book combines perspectives from psychology, spiritual education and digital teaching pedagogies in a transnational framework to discuss the Education in Human Values Program (EHV) for child development, with a focus on silent sitting, ...
Using a mix of methods, this book illustrates how the stories of an educator can be uncovered, investigated, and transformed through practicing mindfulness within a community.