ABSTRACT
Preparing English language instructors has become increasingly complex as they teach in diverse economic, educational, institutional, political, and sociocultural contexts. The professional preparation of teachers for such varied instructional settings requires to consider not only the traditional two-year, university-based teacher education programs, but short-term, on-line programs/certificates, and governmental attempts to re-train local teachers of other subjects or re-certify teachers trained in other countries. Narrative inquiry is an appropriate methodology for researching the unity of the individual/social in language teacher education (LTE) as it provides for temporal dimensions, anemic perspective, varied sources of data, and rich descriptions. Researching teacher and student emotions has become an increasingly popular LTE research topic. Phenomenological approaches can provide insights into how teachers and learners experience events. Longitudinal research on teacher development is needed to go beyond the six-month study typical of much research.
