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Karen Johnson
Professor, Penn State University
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Karen E. Johnson is Kirby Professor of Language Learning and Applied Linguistics at the Pennsylvania State University in the USA. In the MA TESL and the Ph.D. in
Applied Linguistics degree programs, she teaches courses in Teaching English as a Second Language, Communication in Second Language Classrooms, and Theory and Research in Language Teacher Education. Her research interests include narrative inquiry as professional development, teacher learning in second language teacher education, and sociocultural research and perspectives on teacher professional development. She recently co-authored (with Paula Golombek) Mindful L2 Teacher Education: A Sociocultural Perspective on Cultivating Teachers' Professional Development (Routledge, 2016).
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Paula Golembek
Professor, University of Florida
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Paula Golombek is Clinical Associate Professor of Linguistics at the University of Florida. As Coordinator of the Undergraduate Certificate in Teaching English as a Second Language, she teaches undergraduate and graduate courses in teaching approaches in TESL, applied English grammar, and applied American English phonetics. She also supervises beginning teachers in their internship experience. Her research interests include narrative inquiry as professional development, teacher learning in second language teacher education, and sociocultural research and perspectives on teacher professional development. She recently co-edited with Karen E. Johnson Research on Second Language Teacher Education: A Sociocultural Perspective on Professional Development (Routledge, 2011).
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Responsive Mediation in Learning-to-Teach
This plenary provides an insider’s look at the meaningful role that L2 teacher educators and L2 teacher education play in the professional development of L2 teachers through systematic, intentional, goal-directed, theorized L2 teacher education pedagogy. Empirical evidence is provided of the moment-to-moment, asynchronous, and at-a-distance responsive mediation that takes place in two cohesive practices that we have designed, repeatedly implemented, and subsequently collected data on in our own L2 teacher education programs. Responsive mediation is positioned as the nexus of mindful L2 teacher education and proposed as a psychological tool for teacher educators to both examine and inform the ways in which they design, enact, and assess the consequences of their own L2 teacher education pedagogy.