Handbook of Language Teacher Education

This handbook synthesizes accumulated research evidence about the main areas of language teacher education. It systematically applies research synthesis to the field, providing coherent, systematic insights into various aspects of language teaching. Each chapter compares research conducted between 20102020 within a specialized area of teacher education. The chapters discuss the theoretical and research underpinnings of each area, describing the purposes, methods and findings of the research, including impacts of teacher education on teacher gains and teaching effectiveness.

Areas addressed in this handbook include: teacher identity, motivation, demotivation and burnout, reflective practice, action research, Content and Language Integrated Learning (CLIL) teacher education, English Medium Instruction (EMI) teacher education, self-efficacy, assessment literacy, language awareness, Technological Pedagogical Content Knowledge (TPACK), supervision and mentoring, and nativeness/non-nativeness.

This handbook is an invaluable resource for teacher educators, student/Preservice teachers, inservice teachers, graduate students of Teaching English to speakers of other languages (TESOL) and Applied Linguistics, and teacher education researchers.

Distills and summarizes a wide range of research on language teacher factors Addresses recent issues in language teacher education Proposes directions for further research on language teachers

Auteur

Zia Tajeddin is Professor of Applied Linguistics at Tarbiat Modares University, Iran. His research interests center on teacher education and L2 pragmatics. He co-edits two international journals: Applied Pragmatics (John Benjamins) and Second Language Teacher Education (Equinox). He is the co-editor of the Springer book series Studies in Language Teacher Education. His recent co-edited volumes include Lessons from Good Language Teachers (Cambridge University Press, 2020), Pragmatics Pedagogy in English as an International Language (Routledge, 2021), and Teacher Reflection: Policies, Practices and Impacts (Multilingual Matters, 2022).

Thomas S.C. Farrell is Professor of Applied Linguistics at Brock University, Canada. His professional interests include Reflective Practice, Language Teacher Education & Development. He has published widely in these areas. A selection of his most recent books includes TESOL Teacher Education: A Reflective Approach (2021, Edinburgh University Press), Reflective Language Teaching (2022, Cambridge University Press), Insights Into Professional Development in Language Teaching (2022, Castledown, UK), Doing Reflective Practice in English Language Teaching: 120 Activities for Effective Classroom Management, Lesson Planning, and Professional Development (2022, Routledge). His webpage is: www.reflectiveinquiry.ca

Contenu

Synthesizing research on language teacher education: A historical perspective.- Reflective practice in language teacher education.- Action research in language teacher education.- Identity in language teacher education.- Emotion in language teacher education.- Autonomy in language teacher education.- Agency in language teacher education.- Cognition and beliefs in language teacher education.- Self-efficacy in language teacher education.- Motivation in language teacher education.