A Sociocultural Analysis of Teacher Talk in Inquiry-Based Professional Development

Autor/inn/en	Tasker, Thomas; Johnson, Karen E.; Davis, Tracy S.
Titel	A Sociocultural Analysis of Teacher Talk in Inquiry-Based Professional Development
Quelle	In: Language Teaching Research, 14 (2010) 2, S.129-140 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1362-1688
DOI	10.1177/1362168809353871
Schlagwörter	Professional Development; Cognitive Development; Teaching Methods; English (Second Language); Second Language Instruction; Language Teachers; Beliefs; Cooperation; Individual Development; Sociocultural Patterns; Teacher Attitudes; Inquiry + Suchen Sie Ihr Suchwort? Kognitive Entwicklung; Teaching method; Lehrmethode; Unterrichtsmethode; English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Language teacher; Sprachunterricht; Belief; Glaube; Co-operation; Kooperation; Individuelle Entwicklung; Soziokulturelle Theorie; Lehrerverhalten
Abstract	In this article we examine a teacher-authored narrative in which Steve Mann (2002), an English as a second language teacher, critically reflects on how his teaching beliefs were transformed as a result of participating in "cooperative development" (Edge, 1992, 2002). Cooperative development is an inquiry-based approach to professional development that promotes self-development as it occurs within the context of a supportive group of colleagues. Our analysis of Mann's narrative--based on a Vygotskian sociocultural view of cognitive development--exposes evidence that unexpected aspects of the dialogic process that Mann and his colleagues engaged in spurred his cognitive development. Mann's conceptual development is traced from the initial gap between his cognition and emotions, manifested in a contradiction between his beliefs and practices, through the dialogic processes of externalization and reconceptualization, and towards a transformation--he asserts--in his teaching practices. By externalizing these contradictions with his colleagues, who act as temporary others, he is in essence operating in a zone of proximal development in which the mediational means provided by the group enable him to reconceptualize and restructure his beliefs and work towards self-regulation of his teaching practices. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10