ABSTRACT
TESOL Teacher Education in a Transnational World critically examines theories and practices in contemporary TESOL teacher education to shed new light on the intersection of transnationalism and language teacher education. It emphasizes the scholarship of transnational mobility of language teachers, and showcases critical research from diverse contexts.
The book fills a critical research gap by more fully examining the theory and practice of teacher education in a changing time when national identities and cross-border mobilities continue to figure prominently in scholarly discussions. Through a diverse set of epistemological, historical and theoretical perspectives along with methodological innovations, contributors of this volume not only index the dynamism of the scholarship of teacher education, but they also offer new forums for lively pedagogical debates. Featuring contributions from diverse educational and geographical contexts, including Europe, Asia, North America, and Latin America, the book moves the existing scholarship forward to more fully examine TESOL teacher education in relation to transnationalism.
This book will be of great interest to academics, scholars, post-graduate students, teacher educators, policymakers, curriculum specialists, administrators, and other stakeholders interested in language teacher education, TESOL and applied linguistics
TABLE OF CONTENTS
part I|54 pages
Epistemological, theoretical, and historical interventions
chapter 3|21 pages
Researching transnationalism and TESOL teacher education
chapter 4|16 pages
Critical engagement with teaching EFL
part II|54 pages
Spatial interventions
chapter 5|16 pages
Teaching abroad during TESOL initial teacher education
chapter 6|22 pages
Rejecting the transnational in TESOL teacher training
chapter 7|14 pages
Critical autoethnography in TESOL teacher education
part III|70 pages
Technological and virtual interventions
chapter 9|19 pages
Telecollaboration as translingual contact zone
chapter 11|17 pages
TESOL through the reflections of transnational EMI lecturers
part IV|70 pages
Policy, curricula, and professional learning and development