As the TESOL profession continues to expand its knowledge-base, what we are still striving to achieve is agreement on a common core expertise of linguistic and pedagogical content domains that language teachers need in order to succeed in their first years and beyond. However, the central issue of what constitutes appropriate disciplinary knowledge and pedagogical content knowledge remains an unresolved issue, requiring teachers and teacher educators to be innovative in both content and delivery.
The chapters in this volume outline and discuss examples of teacher educators in diverse global contexts who have provided successful self-initiated innovations for their teacher learners. The collection suggests that a way forward for second language teacher preparation programs is through 'reflective practice as innovation'.
Recenzijos
Made up of 12 chapters, the book under review is a collection of case studies from different parts of the world. Together, they provide a window on what is happening in the field of teacher education, but, even more importantly, they gesture towards what needs to be done to better address the challenges encountered. (Kanavillil Rajagopalan, ELT Journal, Vol. 70 (4), October, 2016)
International Perspectives on English Language Teacher Education: Innovations from the Field is an invaluable source for postgraduate and graduate courses in foreign and second language teaching as well as for researchers in the field of language teaching and learning. the book is an invaluable source of empirical studies for researchers, teachers, and graduate students interested in improving their teaching and learning practices. ... Undoubtedly, this is a book that provides food for thought. (Ana Lucia Simoes Borges Fonseca, LINGUIST List, February, 2016)
Daugiau informacijos
Springer Book Archives
|
List of Figures and Tables |
|
|
vii | |
| Series Editors' Preface |
|
viii | |
| Notes on Contributors |
|
x | |
|
1 Second Language Teacher Education: A Reality Check |
|
|
1 | (15) |
|
|
|
2 Constructivist Language Teacher Education: An Example from Turkey |
|
|
16 | (20) |
|
|
|
3 Encouraging Critical Reflection in a Teacher Education Course: A Canadian Case Study |
|
|
36 | (15) |
|
|
|
4 Teaching Everything to No One and Nothing to Everyone: Addressing the Content in Content Based Instruction |
|
|
51 | (23) |
|
|
|
|
|
5 Dissonance and Balance: The Four Strands Framework and Pre-Service Teacher Education |
|
|
74 | (16) |
|
|
|
|
|
6 Materials Design in Language Teacher Education: An Example from Southeast Asia |
|
|
90 | (17) |
|
|
|
7 Translanguaging Principles in L2 Reading Instruction: Implications for ESL Pre-Service Teacher Programme |
|
|
107 | (18) |
|
|
|
8 Creative Enactments of Language Teacher Education Policy: A Singapore Case Study |
|
|
125 | (17) |
|
|
|
9 Changing Practice and Enabling Development: The Impact of Technology on Teaching and Language Teacher Education in UAE Federal Institutions |
|
|
142 | (18) |
|
|
|
10 Using Screen Capture Software to Improve the Value of Feedback on Academic Assignments in Teacher Education |
|
|
160 | (21) |
|
|
|
11 Developing Novice EFL Teachers' Pedagogical Knowledge through Lesson Study Activities |
|
|
181 | (12) |
|
|
|
12 Reflective Practice as Innovation in SLTE |
|
|
193 | (8) |
|
|
| Index |
|
201 | |
Thomas S.C. Farrell, Brock University, Canada Steve Mann, University of Warwick, UK Leketi Makalela, University of the Witwatersrand, South Africa John Macalister, Victoria University of Wellington, New Zealand Hao Xu, Beijing Foreign Studies University, China Simon Phipps, Educational Consultant Helen Donaghue, Sheffield Hallam University, UK Jack Richards, University of Sydney, Australia Margo DelliCarpini, Morehead State University, USA Orlando B. Alonso, Lehman College, CUNY, USA Jill Musgrave, Victoria University of Wellington, New Zealand Lubna Alsagoff, National Institute of Education, Singapore
