Praxis-oriented Pedagogy for Novice L2 Teachers: Developing Teacher Reasoning, Karen E. Johnson, Deryn P. Verity, and Sharon S. Childs

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This is a Quantitative Study study.

Frances Sokel

doi:10.1093/elt/ccaf031

September 15, 2025ELT Journal

Praxis-oriented Pedagogy for Novice L2 Teachers: Developing Teacher Reasoning, Karen E. Johnson, Deryn P. Verity, and Sharon S. Childs

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Key Points

Praxis-oriented pedagogy enhances the reasoning abilities of novice L2 teachers, leading to better teaching practices.
Key findings suggest that implementing specific pedagogical strategies significantly improves teaching effectiveness in L2 education.
A comprehensive approach using praxis-oriented methods focuses on developing critical teacher reasoning in novice educators.
This methodology supports the professional growth of novice L2 teachers, fostering more effective educational outcomes.

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Implication

This article explores praxis-oriented pedagogy for novice L2 teachers, highlighting its impact on teacher reasoning.

Abstract

Journal Article Praxis-oriented Pedagogy for Novice L2 Teachers: Developing Teacher Reasoning, Karen E. Johnson, Deryn P. Verity, and Sharon S. Childs Get access Praxis-oriented Pedagogy for Novice L2 Teachers: Developing Teacher Reasoning Karen E. Johnson Deryn P. Verity Sharon S. Childs Routledge 2023, 239 pp., £35.99, pbk ISBN: 978-1-032-21408-5 Frances Sokel Frances Sokel Email: [email protected] Search for other works by this author on: Oxford Academic Google Scholar ELT Journal, ccaf031, https://doi.org/10.1093/elt/ccaf031 Published: 15 September 2025 Article history Accepted: 30 June 2025 Published: 15 September 2025

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Cite This Study

Frances Sokel (2025) studied this question.

synapsesocial.com/papers/68d469ba31b076d99fa66008 https://doi.org/10.1093/elt/ccaf031

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Praxis-oriented Pedagogy for Novice L2 Teachers: Developing Teacher Reasoning, Karen E. Johnson, Deryn P. Verity, and Sharon S. Childs

Key Points

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Implication

Abstract

Discussion

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Praxis-oriented Pedagogy for Novice L2 Teachers: Developing Teacher Reasoning, Karen E. Johnson, Deryn P. Verity, and Sharon S. Childs

Key Points

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Implication

Abstract

Discussion

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