Can We Praxize Second Language Teacher Education? An Invitation to Join a Collective, Collaborative Challenge

Judy Sharkey

doi:10.17533/udea.ikala.2635

Autor/innen

Judy Sharkey University of new Hampshire

DOI:

https://doi.org/10.17533/udea.ikala.2635

Schlagworte:

praxis, teacher education, teacher learning, sociocultural approaches to learning

Abstract

The purpose of this essay is to begin a conversation on how we might make praxis, or ''praxizing,'' i.e., fostering and sustaining an ongoing dialogical relationship between theory and practice, an integral part of second language teacher education. This project is firmly located in critical sociocultural theories of, and approaches to, language learning and teaching, and requires active, participatory and collaborative inquiries by teacher educators and teacher learners across the multiple levels and stages of teacher learning from entry level courses to teaching practica and beyond. Examples of praxis/praxizing are included as well as some of the challenges to doing this work.

Received: 14-01-09 / Accepted: 31-03-09

How to reference this article:

Sharkey, J. (2009). Can We Praxize Second Language Teacher Education? An Invitation to Join a Collective, Collaborative Challenge. Íkala. 14(2), pp.125-150

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Autor/innen-Biografie

Judy Sharkey, University of new Hampshire

Judy Sharkey is associate professor and associate director of Teacher
Education at the University of New Hampshire in the United States. She holds
a Ph.D. in Language and Literacy Education from the Pennsylvania State
University and an MAT in TESOL from the School for International Training,
Brattleboro, Vermont (USA).