Short description:

The Routledge Handbook of English Language Teacher Education provides an accessible, authoritative, comprehensive and up-to-date resource of English language teacher education. This book is sure to be core reading for students, researchers and educators in Applied Linguistics, TESOL and Language Education.

Long description:

The Routledge Handbook of English Language Teacher Education provides an accessible, authoritative, comprehensive and up-to-date resource of English language teacher education. With an overview of historical issues, theoretical frameworks and current debates, this handbook provides unique insights into a range of teacher education contexts, focusing on key issues relating to teacher and learner priorities, language and communication, current practices, reflective practice, and research.

Key features include:

• a cross-section of current theories, practices and issues, providing readers with a resource which can be used in a variety of contexts;








• the use of data, transcripts and tasks to highlight and illustrate a range of practices, including examples of ?best practice?;








• ?snapshots? of ELTE from a number of contexts taken from all around the world; and








• examples of current technological advances, contemporary thinking on reflective practice, and insights gained from recent research.

This wide-ranging and international collection of chapters has been written by leading experts in the field. The Routledge Handbook of English Language Teacher Education is sure to be core reading for students, researchers and educators in applied linguistics, TESOL and language education.

"Finally, everything you want to know about English language teacher education is crystalized in one authoritative text. A practical guide filled with voices of wisdom and innovation, Walsh and Mann?s painstakingly curated handbook will be the go-to resource for English language teacher educators around the world for many years to come."

Hansun Zhang Waring, Teachers College, Columbia University, USA

"What I like most about this thoughtfully organized handbook are the six thematic sections. The chapters are also data-based and offer tools for teachers or program administrators to do empirically-grounded professional development. Each chapter addresses common concepts for teacher educators, including criticality, reflexivity, and technology which gives the volume a cohesiveness not seen in other handbooks. Well done!"

John Hellermann, Portland State University, USA

"This important book brings together current thinking both about the knowledge and skills that English language teachers need and how they may be provided. Such an overview is timely because it highlights very clearly the challenges of implementing ELTE curriculum policy in a range of global contexts. The handbook provides a source of reference both for those responsible for planning and designing the content and process of contextually supportive teacher education provision, and for scholars interested in exploring current debates in the field more fully."

Dr Martin Wedell, University of Leeds, UK

"... cover[s] a very wide range of topics, including issues that are rarely dealt with elsewhere, providing rich evidence from the field to support practical and theoretical conclusions. In general it certainly fulfils its mission to be, as the editors claim in their introduction, ?a significant resource for ELTE and ELTE research? (p. 1)."

Penny Ur, ELT Journal, Volume 74, Issue 4, October 2020

Table of Contents:

List of contributors

Introduction

PART 1   Second language teacher education: an overview

1 What counts as knowledge in English language teaching?

2 Materialising a Vygotskian-inspired language teacher education pedagogy

3 Reflective practice in L2 teacher education

4 ICT and English language teacher education: opportunities, challenges and experiences

5 Critical language teacher education?

6 Evaluating English language teacher education programmes

7 Suggestions for teacher educators from a gentle iconoclast and a fellow explorer

John F. Fanselow and Takaaki Hiratsuka

PART 2   Core contexts

8 Digital and online approaches to language teacher education

9 ?Mind the gap?: supporting newly qualified teachers on their journey from pre-service training to full-time employment

10 Embedding reflective practice in an INSET course

11 Continuing professional development/continuous professional learning for English language teachers

12 Teacher education in content-based language education

13 The ?non-native? teacher

Ali Fuad Selvi

PART 3   Language perspectives

14 From language as system to language as discourse

15 Classroom interaction and language teacher education

16 WE, ELF, EIL and their implications for English language teacher education

17 ELTE and SLA

18 Using corpus approaches in English language teacher education

Fiona Farr and Anne O?Keeffe

PART 4   The pedagogic knowledge of second language teacher education

19 Locating methods in ELT education: perspectives and possibilities

20 Materials and authenticity in language teaching

21 Classroom management: art, craft or science?

22 Teacher cognition and teacher expertise

23 English language teacher education and collaborative professional

development in contexts of constraints

24 Creating contexts for teacher development

Mark A. Clarke

PART 5   The processes of L2 teacher education

25 Assessment and feedback

26 Post observation feedback

27 Materials use and development

28 Mentoring and mentor development

29 Professional learning and development in team teaching schemes

Jaeyeon Heo

30 Using screen capture technology in teacher education

31 Towards ?professional vision?: video as a resource in teacher learning

32 Implementing ePortfolios in teacher education: research, issues and strategies

PART 6   Teacher perspectives

33 Methodology texts and the construction of teachers? practical knowledge

34 Teacher motivation: the missing ingredient in teacher education

35 Teacher identity

36 Teacher networks in the wild: alternative ways of professional development

37 Action research

38 Exploratory practice: integrating research into regular pedagogic activities

39 Leadership and language teacher development