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Johnson, Karen E. – TESOL Quarterly, 1996
Examines the role of theory in second language teacher education. The article argues that for theory to make sense to teachers, it must be situated in the context of their own thinking. The study cites the creation of professional development schools as one way to provide teachers with a context for theory. (20 references) (Author/CK)
Descriptors: Context Effect, Critical Thinking, Professional Development, Relevance (Education)
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Mendonca, Cassia O.; Johnson, Karen E. – TESOL Quarterly, 1994
This study describes the negotiations that occur during English-as-a-Second-Language (ESL) students peer reviews and the ways these negotiations shape students revision activities. Findings of the study support the need to include peer reviews in second-language writing instruction and underscore their value in providing feedback on students'…
Descriptors: English (Second Language), Essays, Feedback, Interviews
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Johnson, Karen E. – TESOL Quarterly, 1993
In a study of instructional actions and decision making, videotapes and interviews of six preservice English-as-a-Second-Language (ESL) teachers were used to determine the ways in which teachers received and responded to student input during second-language instruction. The findings highlight the cognitive demands on preservice ESL teachers. (27…
Descriptors: Classroom Techniques, Decision Making, English (Second Language), Interviews
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Schlessman, Amy; Johnson, Karen E. – TESOL Quarterly, 1997
Schlessman notes that Johnson's article on role of theory in second language (L2) teachers' education opens a Pandora's box in attempting to determine what it means to have two forms of knowledge, conceptual and perceptual. Johnson argues that theory can transform practice only if teachers have varied opportunities to make sense of theory within…
Descriptors: Change Strategies, Concept Formation, Context Effect, Discovery Processes
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Freeman, Donald; Johnson, Karen E. – TESOL Quarterly, 1998
Recommends reconceptualizing the knowledge base of English as a Second Language teacher education, arguing that its core must emphasize the activity of teaching itself, teachers who teach, contexts in which teaching occur, and pedagogy involved. The knowledge base must understand teachers as learners of teaching, social contexts of schools and…
Descriptors: Elementary Secondary Education, English (Second Language), Higher Education, Knowledge Base for Teaching
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Johnson, Karen E.; Golombek, Paula R. – TESOL Quarterly: A Journal for Teachers of English to Speakers of Other Languages and of Standard English as a Second Dialect, 2011
Within the field of second language teacher education (SLTE), narrative has largely functioned as a vehicle for teacher inquiry, based on the assumption that such inquiry will ultimately bring about productive change in teachers and their teaching practices. Less attention has been paid to documenting what this change looks like or how engagement…
Descriptors: Second Languages, Teacher Education, Faculty Development, Cognitive Processes
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Johnson, Karen E. – TESOL Quarterly: A Journal for Teachers of English to Speakers of Other Languages and of Standard English as a Second Dialect, 2006
Although the overall mission of second language (L2) teacher education has remained relatively constant, that is, to prepare L2 teachers to do the work of this profession, the field's understanding of that work--of who teaches English, who learns English and why, of the sociopolitical and socioeconomic contexts in which English is taught, and of…
Descriptors: Second Language Learning, Second Language Instruction, Teacher Education, Language Teachers