A Critique on Teacher Education from Sociocultural Perspective

Teacher development is an ideologically-, attitudinally-, intellectually-and epistemologically-based stance on the part of an individual, in relation to the practice of the profession to which s/he belongs, and which influences her/his professional practice (Evans, 2002). It is the process in which teachers’ professionality and/or professionalism will be improved. By professionalism, one means status-related elements of teachers’ work and by professionalism, one means the knowledge, skills and procedures that teachers use in their work. Sociocultural perspective considers teacher learning as a cognitive process, personal construction, and reflection on action. Following the cognitive process, teacher education encourages teachers to explore their beliefs and thinking processes and to examine how these affect their classroom practice. In this study, some prevalent points of view are presented and the sociocultural counterpart perspective will be provided. Issues on knowledge, language, learning, and teaching, views toward text books, teacher education programs and class observations will be critically investigated

A Critique on Teacher Education from Sociocultural Perspective Keywords:

Teacher Education , Sociocultural Perspective , Critic