Name: Learning to Teach English and the Language Arts: A Vygotskian Perspective on Beginning Teachers’ Pedagogical Concept Development (en Inglés)
Price: 62.20 USD
Availability: InStock
Author: Peter Smagorinsky
ISBN: 9781350210585

portada Learning to Teach English and the Language Arts: A Vygotskian Perspective on Beginning Teachers’ Pedagogical Concept Development (en Inglés)

Formato

Libro Físico

Editorial

Bloomsbury Academic

Autor

Peter Smagorinsky

Idioma

Inglés

N° páginas

262

Encuadernación

Tapa Blanda

ISBN13

9781350210585

Learning to Teach English and the Language Arts: A Vygotskian Perspective on Beginning Teachers’ Pedagogical Concept Development (en Inglés)

Peter Smagorinsky (Autor) · Bloomsbury Academic · Tapa Blanda

Libro Nuevo

$ 62.20

$ 95.69

Ahorras: $ 33.49

35% descuento

Envío normal

Origen: Reino Unido (Costos de importación incluídos en el precio)

Se enviará desde nuestra bodega entre el Jueves 25 de Julio y el Viernes 02 de Agosto.

Lo recibirás en cualquier lugar de Ecuador entre 1 y 3 días hábiles luego del envío.

Reseña del libro "Learning to Teach English and the Language Arts: A Vygotskian Perspective on Beginning Teachers’ Pedagogical Concept Development (en Inglés)"

Drawing together Smagorinsky's extensive research over a 20-year period, Learning to Teach English and the Language Artsexplores 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 Vygotsky's concept development and Lortie's 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.