Taking a Vygotskian sociocultural stance, this book demonstrates the meaningful role that L2 teacher educators and L2 teacher education play in the professional development of teachers through systematic, intentional, goal-directed, theorized teacher education pedagogy.

Karen E. Johnson is Kirby Professor in Language Learning and Applied Linguistics, The Pennsylvania State University, USA.

Paula R. Golombek is Clinical Associate Professor, Linguistics, University of Florida, USA.

Contents

Preface

Acknowledgments

Notes on transcriptions

I. Laying the Foundation for Mindful L2 Teacher Education

Chapter 1: A Sociocultural Perspective on L2 Teacher Education

Chapter 2: Mediation in L2 Teacher Professional Development

II. Vygotsky and Vygotskian-Inspired Theoretical Concepts that Inform Responsive Mediation

Chapter 3: Obuchenie, Perezhivanie, and Growth Points

Chapter 4: Interthinking, the Intermental Developmental Zone, and Sociocultural Discourse Analysis

III. Exploring Responsive Mediation in L2 Teacher Development

Chapter 5: Re-conceptualizing Engineering Student Participation

Chapter 6: Reconciling One's Teaching Personae

Chapter 7: Developing Pedagogical Content Knowledge

Chapter 8: Re-imagining Teacher Identity-in-Activity

Chapter 9: Conceptualizing Teaching In/Through Reflecting on Teaching

IV. Mindful L2 Teacher Education

Chapter 10: Responsive Mediation: The Nexus of Mindful L2 Teacher Education

Index