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History-in-Person: Ontogenesis and the Professional Formation of Language Teachers
| Content Provider | Scilit |
|---|---|
| Author | Donato, Richard Davin, Kristin J. |
| Copyright Year | 2018 |
| Description | Book Name: The Routledge Handbook of Sociocultural Theory and Second Language Development |
| Abstract | In this chapter, we explore the nature of ontogenesis in Vygotskyan sociocultural historical theory and the role of history in the development of teachers’ identity and practice in the local circumstances in which they find themselves. We argue that ontogenesis is one genetic domain within Vygotskian theory that deserves more attention in the sociocultural literature, in particular, for the analysis of teacher learning and classroom performance. We first review Vygotsky’s approach to the emergence of uniquely human forms of mental functioning and the genetic domains that are intimately connected with this process. As an illustration, we then present research that shows how historical pre-conditions interact with, shape, and can explain the experiences of practicing teachers and novice teachers during observed clinical practice. Additionally, current research is reviewed that illustrates how students’ history as language learners is consequential to their motivational levels as they move through grade levels and language courses. We conclude with recommendations for research that take into account the relationship of historical antecedents to the analysis of teachers and their instructional practices, the dialectical relationship of the two, and the importance of considering the role of ontogenetic development in our accounts of how teachers learn, grow, and change.This chapter explores the nature of ontogenesis in Vygotskyan sociocultural historical theory and the role of history in the development of teachers' identity and practice in the local circumstances in which they find themselves. P. R. Golombek and K. E. Johnson contend that narrative inquiry functions as a culturally developed tool to mediate teachers' professional development. The chapter argues that ontogenesis is one genetic domain within Vygotskian theory that deserves more attention in the sociocultural literature, in particular, for the analysis of teacher learning and classroom performance. J. Falout's research provides evidence of the way that motivational profiles, personal orientations to language learning, and views on one's learning potential are the result of "retrospecting from a present state". The chapter reviews Lev Vygotsky's approach to the emergence of uniquely human forms of mental functioning and the genetic domains that are intimately connected with this process. |
| Related Links | https://content.taylorfrancis.com/books/download?dac=C2015-0-66778-X&isbn=9781315624747&format=googlePreviewPdf |
| Ending Page | 471 |
| Page Count | 15 |
| Starting Page | 457 |
| DOI | 10.4324/9781315624747-29 |
| Language | English |
| Publisher | Informa UK Limited |
| Publisher Date | 2018-06-14 |
| Access Restriction | Open |
| Subject Keyword | Book Name: The Routledge Handbook of Sociocultural Theory and Second Language Development Language Studies Teachers History Professional Ontogenesis Functioning Local Circumstances Vygotskian Theory Sociocultural Literature |
| Content Type | Text |
| Resource Type | Chapter |
