Full Description
This edited volume presents an inter- and multidisciplinary approach towards language teacher education, confronting the issues that have continued to pervade the field for the last two decades.
Featuring contributions from researchers and teacher educators located within a truly international spread of countries - Mexico, Palestine, Tunisia, Cyprus, and Kuwait to name a few - chapters adopt an ecologically glocalised approach to understand how English language teaching is theorised and practised in different educational contexts across the world. Research gathered from interviews, meta-analysis, and international case studies is showcased as chapters consider both pedagogical and online issues within, as well as critical approaches to, language teacher education. Professional development and evaluation programmes across different educational contexts are discussed in-depth along with guidance and insights for the future of the field.
The book will be of interest to scholars, researchers, and postgraduate students working in the fields of English language teacher education, TESOL, applied linguistics, continuing professional development.
Contents
Chapter 1 Current Issues in Language Teacher Education: An Introduction
Part I Issues of Professional Development
Chapter 2 The Need to Warrant Attention to Chilean English Language Teacher Educators' Professional Development and Learning
Chapter 3 Between Theory and Practice: The Challenges and the Professional Development Needs of In-service English Language Teachers in Palestine
Chapter 4 Towards a Reflective Practice in Adult English Teaching as a Foreign Language in Mexico
Chapter 5 Language Teacher Innovation in Times of Change: A Roadmap for the Future in UAE Higher Education
Part II Critical Approaches to Language Teacher Education
Chapter 6 Advancing Gender Equity in University Level Foreign Language Learning in the US: The Role of the Instructor
Chapter 7 The Other Language Policy in Limbo and Being the Other Language Teacher in the Post-Conflict School Environment in Divided Cyprus
Chapter 8 Raising In-service Teachers' Ethical Awareness Through Action Research Interventions at Kuwait Public Primary Schools
Chapter 9 A Reflexive Practice Model for Continuous Critical Professional Development in Lebanon
Part III Pedagogical Issues in Language Teacher Education
Chapter 10 Exploring EFL Tunisian Teachers' Beliefs about Written Corrective Feedback (WCF) to Inform Teachers' Education Programs
Chapter 11 Critical Pedagogy in Saudi EFL Writing Classrooms: From Dreariness to Independence
Chapter 12 Differences in Emotional Vocabulary Due to the Level of Proficiency and the Age of Acquisition of the Foreign Language in Spanish Students
Chapter 13 Critical Thinking in Academic Writing: Perspectives of Pakistani University Teachers and Students
Part IV Online issues in Language Teacher Education
Chapter 14 The Significance of Online Training Courses on the Professional Development of Teachers: A Critical Study in the UAE
Chapter 15 English Language Teacher Identity in Online Teaching in Saudi Arabia
Chapter 16 Supporting EFL Teachers' Transition to Synchronous Online Teaching: The Roles of Data Literacy
Chapter 17 An Abrupt Paradigm Shift in Higher Education in Tunisia due to COVID 19
Chapter 18 COVID-19 and Language Teacher Education in Oman: Practices, Challenges, and Opportunities
Epilogue
Chapter 19 Language Teacher Education: A Way Forward
