Pre-service Teacher Education from a Sociocultural Perspective

A Case-Study on Teaching Learning through Conceptual Mediation

Authors

  • Olga Esteve University Pompeu Fabra
  • Francesc Fernández University Pompeu Fabra
  • Asunción Bes University Pompeu Fabra

DOI:

https://doi.org/10.1558/lst.37792

Keywords:

Sociocultural Theory, Reconceptualization, Double Stimulation, Concept-Based Instruction in Teacher Education, Visual Reflective Diary (VRD)

Abstract

This article presents an exemplary case-study that investigates the impact of a socioculturally based formative model in a pre-service teacher education program. From a sociocultural perspective, teachers' development involves a dynamic and social process of meaning mediation, where their beliefs or initial representations are to be confronted with the scientific concepts underlying good teaching practices (Esteve, 2018; Johnson, 2009). As a result of that confrontation, the initial pre-understandings should be reshaped and reconceptualized. The case-study presented is framed within an undergraduate subject that seeks to help pre-service teachers reconceptualize their understanding of 'assessment' through a formative model blending Vygotsky's double stimulation strategy with Gal'perin's Concept-Based Instruction (CBI) (Esteve et al., 2017; Esteve, 2018). This model entails activities of conceptual manipulation triggered by both reflective tasks and instruments, such as the Visual Reflective Diary (VRD), an instrument for pre-service teachers to ongoingly engage in dialogical thinking. Data from a single Visual Reflectice Diary (VRD) has been considered along with Negueruela's semiogenetic analysis (2011, 2013) conveniently adapted and implemented. The results of analysing this VRD support the evidence that the socioculturally-based formative process developed does contribute to expanding preservice teachers' pre-understandings of 'assessment', as an intrapersonally and interpersonally based, cognitively and emotionally driven process.

Author Biographies

Olga Esteve, University Pompeu Fabra

Olga Esteve Ruescas, Ph.D., is a retired tenured lecturer in Department of Translation and Language Sciences of the University Pompeu Fabra in Barcelona. She is currently advising educational institutions in the field of transformative teacher education models (pre-service and in-service). Her research interests are sociocultural perspectives in teacher professional development, concept-based instruction both in the language classroom and in teacher education, and learner and teacher agency.

Francesc Fernández, University Pompeu Fabra

Francesc Fernández, PhD, currently teaches German to adult learners and collaborates in two university research projects. His main research interests are crossculturally mediated agentive learning (through situated agentive micro-challenges and the mentoring provided by former pupils living in the country of the target language), as well as cross-linguistically enriched translinguistic conceptualization (through the pedagogic use of translation and text-based, visually-enhanced multilingual SCOBAs).

Asunción Bes, University Pompeu Fabra

Asunción Bes holds a Master’s Degree in Spanish Philology and a PhD in Applied Linguistics. With a broad foundation both in linguistics and in second and foreign languages, she has been working as Adjunct Professor at the Pompeu Fabra University (Barcelona) and as Postdoctoral researcher at the University of Luxembourg. Her research interests involve: Language classroom research; Multilingualism in second and foreign languages education; Sociocultural approaches in second language teaching.

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Published

2018-12-14

How to Cite

Esteve, O., Fernández, F., & Bes, A. (2018). Pre-service Teacher Education from a Sociocultural Perspective: A Case-Study on Teaching Learning through Conceptual Mediation. Language and Sociocultural Theory, 5(2), 83-107. https://doi.org/10.1558/lst.37792

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Section

Articles