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Modeling Sociocultural Pedagogy in Distance Education by Annela Teemant, Marvin Smith, Stefinee Pinnegar & M. Winston Egan - 2005Increasing numbers of English as a second language (ESL) learners throughout the United States have created an urgent need for professional development for millions of teachers. Distance education offers an opportunity for high-quality professional development to be delivered to collaborative teams of teachers at local school sites. However, research has shown that effectively meeting the needs of second language learners requires sociocultural pedagogy. The challenge has been to develop an approach to distance education that attends to sociocultural perspectives of learning and models sociocultural pedagogy. In developing a bilingual/ESL endorsement program, teacher educators at Brigham Young University have met this challenge with the ProfessorsPlus model for sociocultural pedagogy in distance education. This article describes this innovative approach to distance education.To view the full-text for this article you must be signed-in with the appropriate membership. Please review your options below:
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- Annela Teemant
Brigham Young University
E-mail Author
ANNELA TEEMANT is an assistant professor in foreign/second language teacher rducation at Brigham Young University. Her teaching and research focuses on the preparation of teachers to appropriately educate language minority students in public school settings. She recently published in the Journal of Technology and Teacher Education on use of hypermedia video case studies and in Multicultural Perspectives on a model of sociocultural assessment.
- Marvin Smith
Brigham Young University
MARVIN SMITH is a curriculum consultant with a doctorate in curriculum and instruction, with an emphasis in mathematics education and educational psychology. His research interests are in understanding, assessment, and teacher education. He recently published in Multicultural Perspectives on a model of sociocultural assessment.
- Stefinee Pinnegar
Brigham Young University
STEFINEE PINNEGAR is an associate professor in secondary teacher education at Brigham Young University. Her doctorate is in educational psychology, and her scholarly interest is the development of teacher thinking and self-study. She recently published in The Journal of Teacher Education and Educational Researcher on self-study.
- M. Egan
Brigham Young University
WINN EGAN is a professor of special education and chair of the Teacher Education Department at Brigham Young University. His scholarly interests are in behavior disorders, teacher education, and distance education. He has recently published in The Journal of Teacher Education and Teaching and Teacher Education on field experiences and models of student teaching.
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