This can be made more student-centred: Asynchronous mediation in in-service teacher professional development

Vygotskian Sociocultural Theory is a powerful foundation for research into teacher professional development. However, while this has been growing, it largely focused on pre-service second/foreign language. Furthermore, there lack of how the instructional process informed by principles Theory, including assessment candidates’ mediated performance, can be orchestrated to promote teachers’ conceptual development and induce changes in their classroom practices. The present study explores asynchronous in-service portfolios (with focus lesson planning) dynamic framework shaped tutor’s mediation synchronous online interaction with two candidates. Theoretically, was notion true concepts. Focusing candidates training, we traced trajectories regarding We will namely, illustrate information received guided mediation, interactions course helped interpret unassisted performance portfolios. discuss implications our argue shifting beyond single activities research.