Praxis-oriented pedagogy and the development of l2 novice teacher expertise

While past L2 teacher cognition research has critically examined what L2 teachers know, believe, and think, limited progress has been made in addressing fundamental questions about the development of L2 teacher/teaching expertise. Grounded in Vygotskian sociocultural theory, this article tracks the developmental trajectory of three novice ESL teachers over two years as they move through three praxisoriented pedagogy courses. The findings illustrate how a specific set of pedagogical concepts come to function as mediational means, enabling them to shift their instructional stance from teacher-centred to teaching as dialogic mediation.