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

Acknowledgements Introduction 1. Vygotsky and Concept Development 2. Methodological Implications of Taking a Vygotskian Approach to Teacher Development 3. An Updated Perspective on the Apprenticeship of Observation 4. Concept Development in Teacher Education Coursework and Practica 5. Cultures of Color and the Deep Structure of Schools 6. Fuzzy Concepts in Teacher Education and their Consequences in the Classroom 7. Policy, Practice, and Disruptions in Concept Development 8. School Settings and Course Assignments in Shaping Conceptions of Curriculum and Instruction 9. Competing Centers of Gravity within Settings of Learning to Teach 10. Learning to Teach Grammar at the Intersection of Formalism and Flexibility 11. Community Contexts and their Societal Settings, and How They Shape Practice Conclusion References Index