This can be made more student-centred: Asynchronous mediation in in-service teacher professional development
Vygotskian Sociocultural Theory is a powerful foundation for research into teacher professional development. However, while this research has been growing, it has largely been focused on pre-service second/foreign language. Furthermore, there is a lack of research on how the instructional process in...
| Main Authors: | , , |
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| Format: | Article |
| Language: | English |
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Peoples’ Friendship University of Russia (RUDN University)
2022-12-01
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| Series: | Training, Language and Culture |
| Subjects: | |
| Online Access: | https://rudn.tlcjournal.org/archive/6(4)/6(4)-06.pdf |
| _version_ | 1798004593793171456 |
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| author | Victoria Kareva Tatiana Rasskazova Dmitri Leontjev |
| author_facet | Victoria Kareva Tatiana Rasskazova Dmitri Leontjev |
| author_sort | Victoria Kareva |
| collection | DOAJ |
| description | Vygotskian Sociocultural Theory is a powerful foundation for research into teacher professional development. However, while this research has been growing, it has largely been focused on pre-service second/foreign language. Furthermore, there is a lack of research on how the instructional process informed by the principles of Sociocultural Theory, including assessment of candidates’ mediated performance, can be orchestrated to promote teachers’ conceptual development and induce changes in their classroom practices. The present study explores how asynchronous assessment of in-service teachers’ portfolios (with the focus on lesson planning) informed by dynamic assessment framework shaped the tutor’s mediation in synchronous online interaction with two teacher candidates. Theoretically, the study was informed by Vygotskian notion of true concepts. Focusing on two candidates in the training, we traced their trajectories regarding their conceptual development and the development of their practices. We will namely, illustrate how the information received in assessment guided the tutor’s mediation, and how the synchronous interactions in the course shaped and helped to interpret the assessment of candidates’ unassisted and mediated performance on portfolios. We will discuss implications of our study and will argue for shifting the focus beyond single classroom activities in Sociocultural Theory research. |
| first_indexed | 2024-04-11T12:26:01Z |
| format | Article |
| id | doaj.art-a7d84d133556487681dd27b21937ccd9 |
| institution | Directory Open Access Journal |
| issn | 2520-2073 2521-442X |
| language | English |
| last_indexed | 2024-04-11T12:26:01Z |
| publishDate | 2022-12-01 |
| publisher | Peoples’ Friendship University of Russia (RUDN University) |
| record_format | Article |
| series | Training, Language and Culture |
| spelling | doaj.art-a7d84d133556487681dd27b21937ccd92022-12-22T04:23:56ZengPeoples’ Friendship University of Russia (RUDN University)Training, Language and Culture2520-20732521-442X2022-12-0164739010.22363/2521-442X-2022-6-4-73-90This can be made more student-centred: Asynchronous mediation in in-service teacher professional developmentVictoria Kareva0Tatiana Rasskazova1Dmitri Leontjev2University of JyväskyläUral Federal UniversityUniversity of JyväskyläVygotskian Sociocultural Theory is a powerful foundation for research into teacher professional development. However, while this research has been growing, it has largely been focused on pre-service second/foreign language. Furthermore, there is a lack of research on how the instructional process informed by the principles of Sociocultural Theory, including assessment of candidates’ mediated performance, can be orchestrated to promote teachers’ conceptual development and induce changes in their classroom practices. The present study explores how asynchronous assessment of in-service teachers’ portfolios (with the focus on lesson planning) informed by dynamic assessment framework shaped the tutor’s mediation in synchronous online interaction with two teacher candidates. Theoretically, the study was informed by Vygotskian notion of true concepts. Focusing on two candidates in the training, we traced their trajectories regarding their conceptual development and the development of their practices. We will namely, illustrate how the information received in assessment guided the tutor’s mediation, and how the synchronous interactions in the course shaped and helped to interpret the assessment of candidates’ unassisted and mediated performance on portfolios. We will discuss implications of our study and will argue for shifting the focus beyond single classroom activities in Sociocultural Theory research.https://rudn.tlcjournal.org/archive/6(4)/6(4)-06.pdfin-service teacher trainingsociocultural theorymediationzone of proximal developmenttrue conceptspraxis |
| spellingShingle | Victoria Kareva Tatiana Rasskazova Dmitri Leontjev This can be made more student-centred: Asynchronous mediation in in-service teacher professional development Training, Language and Culture in-service teacher training sociocultural theory mediation zone of proximal development true concepts praxis |
| title | This can be made more student-centred: Asynchronous mediation in in-service teacher professional development |
| title_full | This can be made more student-centred: Asynchronous mediation in in-service teacher professional development |
| title_fullStr | This can be made more student-centred: Asynchronous mediation in in-service teacher professional development |
| title_full_unstemmed | This can be made more student-centred: Asynchronous mediation in in-service teacher professional development |
| title_short | This can be made more student-centred: Asynchronous mediation in in-service teacher professional development |
| title_sort | this can be made more student centred asynchronous mediation in in service teacher professional development |
| topic | in-service teacher training sociocultural theory mediation zone of proximal development true concepts praxis |
| url | https://rudn.tlcjournal.org/archive/6(4)/6(4)-06.pdf |
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