ペンシルバニア州立大学のKaren E. Johnson教授をお迎えして，講演とワークショップを下記の日程で開催します。第二言語教育における教師教育の研究，あるいは，ティーチング・ポートフォリオやナラティブによる言語教師の学びの研究など，ご関心のある方はどうぞふるってご参加ください。参加には事前申し込みが必要です。詳しくは下記をご覧ください。
（〒650-0044 兵庫県神戸市中央区東川崎町1-5-7 神戸情報文化ビル３階）
15:00 – 16:30
講演："Teachers' Ways of Knowing: Reclaiming Professional Development"
13:30 – 15:00
ワークショップ１："Teacher-Constructed Teaching Portfolios: Learning through Assessment"
ワークショップ２："Tracing Teacher and Student Learning in Teacher-Authored Narratives"
兵庫教育大学 社会・言語教育学系 吉田達弘
15:00 – 16:30
講演： "Teachers' Ways of Knowing: Reclaiming Professional Development"
This lecture will focus on shifting views of what constitutes legitimate knowledge in language teacher education and who holds it. By exploring excerpts from highly personal and contextualized stories of teachers inquiring into their experiences as life-long learners of language teaching, we see teachers as theorizers in their own right, looking less for certain answers and more to rethink what they thought they already knew. Narrative inquiry, it will be argued, acts as a means through which teachers actualize their ways of knowing that can nourish and sustain their professional development throughout their careers.
13:30 – 15:00
ワークショップ１ "Teacher-Constructed Teaching Portfolios: Learning through Assessment"
A common criticism of most assessment measures of language teachers is that they assess teaching ability based on quantifiable, observable teaching behaviors or through paper and pencil tests that assess knowledge about teaching, instead of assessing how teachers' use their knowledge while actually teaching. This plenary address will focus on the use of teacher-constructed teaching portfolios, appropriate for individual courses as well as at the completion of a professional development program, as a means of assessing what teachers know, how teachers come to know what they know, and what teachers can do with what they know. Using excerpts from actual portfolios, this plenary will illustrate how to design, develop, and implement teacher-constructed portfolios and demonstrate how they can create multiple opportunities for teachers to trace their own learning as learners of language teaching.
ワークショップ２ "Tracing Teacher and Student Learning in Teacher-Authored Narratives"
Using a Vygotskian sociocultural view of learning, this plenary address will address what teacher-authored narratives can tell us about the internal activity of teacher learning, how teacher learning works to alter the nature of activity in the classroom, and how that, in turn, influences how teachers describe the nature of student learning. By examining how a teacher narrates the experience of creating and co- teaching a literature course for immigrant high school students in a New York City public school, we see how she comes to understand and enact new ways of participating in the social practices associated with the teaching of literature. As this teacher and her students began to internalize these new modes of engagement and the values they represent they also began to reconceptualize how they think about and engage in the teaching and reading of literature.
Dr. Karen E. Johnson, Department of Applied Linguistics, The Pennsylvania State University
Karen E. Johnson (Ph.D., Syracuse University, 1989) is Liberal Arts Research Professor of Applied Linguistics at the Pennsylvania State University, and Co-director of CALPER. Her research focuses on teacher learning in second language teacher education, the knowledge-base of second language teacher education, and the dynamics of communication in second language classrooms. She is the author of Understanding Communication in Second Language Classrooms (Cambridge, 1995), Understanding Language Teaching: Reasoning in Action (Heinle & Heinle, 1999), Teacher Education (TESOL, 2000), and co-author of Teachers' Narrative Inquiry as Professional Development (Cambridge 2002). Karen Johnson has presented papers and given workshops for second language teachers and teacher educators in Brazil, Hong Kong, Japan, New Zealand, Turkey, Singapore, South Africa, and throughout the US. She is an active member of TESOL and served on the editorial board of the TESOL Quarterly from 1997 to 2001. In the MA TESL and the Ph.D. in Applied Linguistics degree programs, she teaches courses in Applied Linguistics, Teaching English as a Second Language, Communication in Second Language Classrooms, and Theory and Research in Language Teacher Education.
Lantolf, J.P. & Johnson, K.E. (2007) Extending Firth & Wagner's Ontological Perspective to L2 Classroom Praxis and Teacher Education. The Modern Language Journal 91 (v) 875-890.
Johnson, K.E. (2007). Tracing teacher and student learning in teacher-authored narratives. Teacher Development, 11 (2) 1-14.
Johnson, K.E. (2006). The sociocultural turn and its challenges for L2 teacher education. TESOL Quarterly 40 (1) 235-257.
Johnson, K.E., Jordan, S.R., & Poehner, M. (2005) "The TOEFL Trump Card: An Investigation of Test Impact in an ESL Classroom" Critical Inquiry in Language Studies 2 (2), 71-94
Golombek, P., & Johnson, K. E. (2004). "Narrative inquiry as a mediational space: Examining emotional and cognitive dissonance in second language teachers' development." Teachers and Teaching: Theory and Practice 10(2): 307-327.
Johnson, K. E., & Golombek, P. R. (2003). "Seeing teacher learning." TESOL Quarterly 37(4): 729-738.
Sharkey, J., & Johnson, K. E. (2003). TESOL Quarterly Dialogues: Rethinking Issues of Language, Culture, and Power. Alexandria, VA: TESOL.
Johnson, K. E., & Golombek, P. R. (2002). Teachers' narrative inquiry as professional development. New York: Cambridge University Press.
Johnson, K. E. (2000). Teacher education. Alexandria, VA: TESOL.
Johnson, K. E. (1999). Understanding language teaching: Reasoning in action. Boston, MA: Heinle & Heinle.
Freeman, D., & Johnson, K. E. (1998). "Reconceptualizing the knowledge-base of language teacher education." TESOL Quarterly 32 : 397-417.
Johnson, K. E. (1996). "Portfolio assessment in second language teacher education." TESOL Journal 6: 11-14.
Johnson, K. E. (1996). "The role of theory in second language teacher education." TESOL Quarterly 30: 765-771.
Johnson, K. E. (1995). Understanding communication in second language classrooms. New York: Cambridge University Press.