The Role of Sociocultural Mediational Tools in EFL Teachers' Development: Insights from a Life History Approach

Autor/inn/en	Mirzaee, Alireza; Aliakbari, Mohammad
Titel	The Role of Sociocultural Mediational Tools in EFL Teachers' Development: Insights from a Life History Approach
Quelle	In: International Journal of Lifelong Education, 36 (2017) 6, S.644-661 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0260-1370
DOI	10.1080/02601370.2017.1373711
Schlagwörter	English (Second Language); Second Language Learning; Language Teachers; Second Language Instruction; Biographies; Personal Narratives; Epistemology; Foreign Countries; Sociocultural Patterns; Professional Identity; Preservice Teachers; Inquiry; Faculty Development; Teacher Education Programs; Teacher Educators; Males; Interviews; Iran + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Language teacher; Sprachunterricht; Fremdsprachenunterricht; Biography; Biografie; Biographie; Erlebniserzählung; Erkenntnistheorie; Ausland; Soziokulturelle Theorie; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Male; Männliches Geschlecht; Interviewing; Interviewtechnik
Abstract	The sociocultural orientation in general education, which has gradually leaked into second language teacher education, argues that teachers usually employ social relations, cultural artefacts, and theoretical concepts to mediate their thinking and practice. Against this background, the present study aimed to explore how three male Iranian English as a foreign language teachers have capitalised on the three sociocultural tools to mediate their development. The findings revealed that not all three mediational tools, though each influential in its own terms, have been available wholesale to the teachers and that different academic and teaching phases have yielded differential access to the tools. The authors indicate that during school as student, human mediation, particularly of apprenticeship, seems to be the dominant tool available for the teachers to mediate their development. Later on, in higher education institutes, although the human apprenticeship is still visible, cultural artefacts and scientific theories start to surface influencing the teachers' learning and teaching trajectories. The implications for both teachers and teacher educators are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01