Pre-service Teacher Education from a Sociocultural Perspective
A Case-Study on Teaching Learning through Conceptual Mediation
DOI:
https://doi.org/10.1558/lst.37792Keywords:
Sociocultural Theory, Reconceptualization, Double Stimulation, Concept-Based Instruction in Teacher Education, Visual Reflective Diary (VRD)Abstract
This article presents an exemplary case-study that investigates the impact of a socioculturally based formative model in a pre-service teacher education program. From a sociocultural perspective, teachers' development involves a dynamic and social process of meaning mediation, where their beliefs or initial representations are to be confronted with the scientific concepts underlying good teaching practices (Esteve, 2018; Johnson, 2009). As a result of that confrontation, the initial pre-understandings should be reshaped and reconceptualized. The case-study presented is framed within an undergraduate subject that seeks to help pre-service teachers reconceptualize their understanding of 'assessment' through a formative model blending Vygotsky's double stimulation strategy with Gal'perin's Concept-Based Instruction (CBI) (Esteve et al., 2017; Esteve, 2018). This model entails activities of conceptual manipulation triggered by both reflective tasks and instruments, such as the Visual Reflective Diary (VRD), an instrument for pre-service teachers to ongoingly engage in dialogical thinking. Data from a single Visual Reflectice Diary (VRD) has been considered along with Negueruela's semiogenetic analysis (2011, 2013) conveniently adapted and implemented. The results of analysing this VRD support the evidence that the socioculturally-based formative process developed does contribute to expanding preservice teachers' pre-understandings of 'assessment', as an intrapersonally and interpersonally based, cognitively and emotionally driven process.
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Vygotsky, L. S. (1978). Mind in Society: The Development of Higher Psychological Processes (M. Cole, V. John-Steiner, S. Scribner and E. Souberman, Eds). Cambridge, MA: Harvard University Press.
Vygotsky, L. S. (1986). Thought and Language. Cambridge, MA and London: The MiT Press.
Woods. D. (1996). Teacher Cognition in Language Teaching: Beliefs, Decision-making and Classroom Practices. Cambridge: Cambridge University Press.
Zirbel, E. (2005). Learning Science and Concept Formation. https://pdfs.semanticscholar.org/d97f/ec68fc3299c244a2eeb55c99ee322bddb9a8.pdf.
Borg, S. (2003). Teacher cognition in language teaching: A review of research on what language teachers think, know believe, and do. Language Teaching 36: 81?109. https://doi.org/10.1017/S0261444803001903
Borg, S. (2015). Teacher Cognition and Language Education: Research and Practice. London: Bloomsbury Publishing.
Cañete, A. M. (2014). Assessment of young language learners: Using rubrics to bridge the gap between praxis and curriculum. Bellaterra Journal of Teaching and Learning Language and Literature 7 (1): 52?77.
Carandell, Z., Keim, L., and Tigchelaar, A. (2010). Herramientas para la autoregulación. In O. Esteve, K. Melief and A. Alsina (Eds). Creando mi profesión. Una propuesta para el desarrollo profesional del profesorado, 65?96. Barcelona: Octaedro.
Engeström, Y. (2011). From design experiments to formative interventions. Theory and Psychology 21 (5): 598?628. https://doi.org/10.1177/0959354311419252
Esteve, O. (2013). Entre la práctica y la teoría. Comprender para actuar. Ikastaria 19: 13?36.
Esteve, O. (2015). Aprender del aula. Aprender a indagar. Textos de didáctica de la lengua y la literatura 68: 57?66.
Esteve, O. (2018). CBI in teacher education programs in Spain as illustrated by the SCOBA-mediated Barcelona formative model. In J. Lantolf, M. E. Poehner, and M. Swain (Eds), The Routledge Handbook of Sociocultural Second Language Development, 487?504. New York: Routledge.
Esteve, O. and Carandell, Z. (2009). La formació permanent del professorat des de la pràctica reflexiva. Articles de Didàctica de la Llengua i la Literatura 49: 47?62.
Esteve, O., Fernández, F., Martin Peris, E. and Atienza, E. (2017). The Integrated Plurilingual Approach: A didactic model providing guidance to Spanish schools for reconceptualizing the teaching of additional languages. Language and Sociocultural Theory 4 (1): 1?24. https://doi.org/10.1558/lst.v3i2.32868
Fernández, F. and Arumí, M. (2014). Ongoingly redesigning metacognitive questionnaires helping trainees to self-evaluate their translating. Babel 60 (3): 371?396. https://doi.org/10.1075/babel.60.3.06fer
Freeman, D. (2002). The hidden side of the work: Teacher knowledge and learning to teach. Language Teaching 35: 1?13. https://doi.org/10.1017/S0261444801001720
Gal’perin, P. (1992). Stage-by-stage formation as a method of psychological investigation. Journal of Russian and East European Psychology 30 (4): 69?80. https://doi.org/10.2753/RPO1061-0405300460
Haenen, J. (2001). Outlining the teaching-learning processes: Piotr Galperin`s contribution. Learning and Instruction 11: 157?170. https://doi.org/10.1016/S0959-4752(00)00020-7
Hargreaves, A., Lieberman, A., Fullan, M., and Hopkins, D. (Eds). (2010). Second International Handbook of Educational Change. Dordrecht: Springer.
Johnson, K. E. and Golombek, P. R. (2016). Mindful L2 Teacher Education. New York: Routledge. https://doi.org/10.4324/9781315641447
Johnson, K. E. (2006). The sociocultural turn and its challenges for L2 teacher education. TESOL Quarterly 40 (1): 235?257. https://doi.org/10.2307/40264518
Johnson, K. E. and Golombek, P. R. (2002). Inquiry into experience: Teachers’ personal and professional growth. In K. Johnson and P. Golombek (Eds). Teachers’ Narrative Inquiry as Professional Development, 1?14. New York: Cambridge University Press.
Johnson, K. E. (2009). Second Language Teacher Education. A Sociocultural Perspective. New York: Routledge. https://doi.org/10.4324/9780203878033
Kajala, P., Dufva, H., and Alanen, R. (2013). Experimenting with visual narratives. In G. Barkhuizen (Ed.). Narrative Research in Applied Linguistics, 102?131. Cambridge: Cambridge University Press.
Korthagen, F. A. (2001). Linking Practice and Theory. The Pedagogy of Realistic Teacher Education. London: LEA.
Kozulin, A. (2003). Psychological tools and mediated learning. In A. Kozulin, B. Gindis, V. S. Ageyev and S. M. Miller (Eds), Vygotsky’s Educational Theory in Cultural Context, 15?38. New York: Cambridge University Press.
Lantolf, J. P. and Poehner, M. E. (2014). Sociocultural Theory and the Pedagogical Imperative in L2 Education: Vygotskian Praxis and the Research/Practice Divide. New York and London: Routledge. https://doi.org/10.4324/9780203813850
Negueruela-Azarola, E. (2011). Beliefs as conceptualizing activity: A dialectical approach for the second language classroom. System 39: 359?369. https://doi.org/10.1016/j.system.2011.07.008
Negueruela-Azarola, E. (2013). Using concept-based instruction in the L2 classroom: Perspectives from current and future language teachers. Language Teaching Research 17 (3): 363?381. https://doi.org/10.1177/1362168813482950
Poehner, M. E. and Lantolf, J. P. (2005). Dynamic assessment in the language classroom. Language Teaching Research 9 (3): 233?265. https://doi.org/10.1191/1362168805lr166oa
Stetsenko, A. (2010). Teaching-learning and development as activist projects of historical Becoming: Expanding Vygotsky’s approach to pedagogy. Pedagogies: An International Journal 5 (1): 6?16. https://doi.org/10.1080/15544800903406266
Van der Veer, R. and Valsiner, J. (1994). The Vygotsky Reader. Cambridge: Blackwell.
Vygotsky, L. S. (1978). Mind in Society: The Development of Higher Psychological Processes (M. Cole, V. John-Steiner, S. Scribner and E. Souberman, Eds). Cambridge, MA: Harvard University Press.
Vygotsky, L. S. (1986). Thought and Language. Cambridge, MA and London: The MiT Press.
Woods. D. (1996). Teacher Cognition in Language Teaching: Beliefs, Decision-making and Classroom Practices. Cambridge: Cambridge University Press.
Zirbel, E. (2005). Learning Science and Concept Formation. https://pdfs.semanticscholar.org/d97f/ec68fc3299c244a2eeb55c99ee322bddb9a8.pdf.
Published
2018-12-14
Issue
Section
Articles
How to Cite
Esteve, O., Fernández, F., & Bes, A. (2018). Pre-service Teacher Education from a Sociocultural Perspective: A Case-Study on Teaching Learning through Conceptual Mediation. Language and Sociocultural Theory, 5(2), 83-107. https://doi.org/10.1558/lst.37792
