Description: Learning to Teach English and the Language Arts by Peter Smagorinsky Drawing together Smagorinskys extensive research over a 20-year period, Learning to Teach English and the Language Arts explores how beginning teachers pedagogical concepts are shaped by a variety of influences. Challenging popular thinking about the binary roles of teacher education programs and school-based experiences in the process of learning to teach, Smagorinsky illustrates, through case studies in the disciplines of English and the Language Arts, that teacher education programs and classroom/school contexts are not discrete contexts for learning about teaching, nor are each of these contexts unified in the messages they offer about teaching. He explores the tensions, not only between these contexts and others, but within them to illustrate the social, cultural, contextual, political and historical complexity of learning to teach. Smagorinsky revisits familiar theoretical understandings, including Vygotskys concept development and Lorties apprenticeship of observation, to consider their implications for teachers today and to examine what teacher candidates learn during their teacher education experiences and how that learning shapes their development as teachers. FORMAT Hardcover LANGUAGE English CONDITION Brand New Author Biography Peter Smagorinsky is Distinguished Research Professor Emeritus at the University of Georgia, USA, and serves as Distinguished Visiting Scholar at the University of Guadalajara, Mexico. He has won a number of internationally recognised awards, including, the National Council of Teachers of English Distinguished Service Award in 2017, the International Federation for the Teaching of English Award in 2018, Distinguished Scholar at the National Conference on Research in Language and Literacy in 2018 and the Horace Mann League Outstanding Public Educator Award in 2020. Table of Contents AcknowledgementsIntroduction1. Vygotsky and Concept Development2. Methodological Implications of Taking a Vygotskian Approach to Teacher Development3. An Updated Perspective on the Apprenticeship of Observation4. Concept Development in Teacher Education Coursework and Practica5. Cultures of Color and the Deep Structure of Schools6. Fuzzy Concepts in Teacher Education and their Consequences in the Classroom7. Policy, Practice, and Disruptions in Concept Development8. School Settings and Course Assignments in Shaping Conceptions of Curriculum and Instruction9. Competing Centers of Gravity within Settings of Learning to Teach10. Learning to Teach Grammar at the Intersection of Formalism and Flexibility11. Community Contexts and their Societal Settings, and How They Shape PracticeConclusionReferencesIndex Review Smagorinsky takes the well-worn battle between theory and practice in teacher education and blurs the distinctions. His case studies provide a rich source of evidence of how people learn to teach under the notion of concept development. * Bethan Marshall, Senior Lecturer, Kings College London, UK *Smagorinsky skillfully weaves together Vygotskian theory, case study research and pedagogical implication to offer an engaging, insightful examination of the many factors that shape the teaching of English and the language arts. * Melanie Shoffner, Associate Professor of English Education, James Madison University, USA * Promotional Brings together 20 years of research studying beginning teachers in university programs and their early jobs to consider how people learn to teach English and the language arts. Review Quote "Smagorinsky takes the well-worn battle between theory and practice in teacher education and blurs the distinctions. His case studies provide a rich source of evidence of how people learn to teach under the notion of concept development." -- Bethan Marshall,Senior Lecturer, Kings College London, UK "Smagorinsky skillfully weaves together Vygotskian theory, case study research and pedagogical implication to offer an engaging, insightful examination of the many factors that shape the teaching of English and the language arts." -- Melanie Shoffner, Associate Professor of English Education, James Madison University, USA Promotional "Headline" Brings together 20 years of research studying beginning teachers in university programs and their early jobs to consider how people learn to teach English and the language arts. Feature Draws on rich case studies to illustrate how pre-service teachers wide range of experiences lead to tensions and contradictions as they learn to teach Details ISBN1350142891 Year 2020 ISBN-10 1350142891 ISBN-13 9781350142893 Format Hardcover Publication Date 2020-04-16 Author Peter Smagorinsky Pages 264 Short Title Learning to Teach English and the Language Arts Language English Imprint Bloomsbury Academic DEWEY 428.0071 UK Release Date 2020-04-16 Place of Publication London Country of Publication United Kingdom NZ Release Date 2020-04-16 Publisher Bloomsbury Publishing PLC Subtitle A Vygotskian Perspective on Beginning Teachers Pedagogical Concept Development Audience Tertiary & Higher Education AU Release Date 2020-04-15 We've got this At The Nile, if you're looking for it, we've got it. With fast shipping, low prices, friendly service and well over a million items - you're bound to find what you want, at a price you'll love! TheNile_Item_ID:140207393;
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ISBN-13: 9781350142893
Book Title: Learning to Teach English and the Language Arts
Item Height: 234 mm
Item Width: 156 mm
Author: Peter Smagorinsky
Publication Name: Learning to Teach English and the Language Arts: A Vygotskian Perspective on Beginning Teachers' Pedagogical Concept Development
Format: Hardcover
Language: English
Publisher: Bloomsbury Publishing PLC
Subject: Education
Publication Year: 2020
Type: Textbook
Item Weight: 542 g
Number of Pages: 264 Pages
