ABSTRACT
At the forefront of research on English language teacher education and professional development, this volume presents new empirical research situated in different contexts around the world, including Canada, Denmark, Israel, Japan, Korea, Qatar, Sudan, and the U.S. It is framed by the volume editors’ insightful overview and analyses of previous and ongoing work in a variety of related domains and an epilogue by David Nunan. The chapter studies are organized around three themes: teacher identity in ESL/EFL teacher education and professional development programs, second language teacher education programs for diverse contexts, and professional development for diverse contexts.
All chapters focus on the applied nature of the research and include a section on implications. To provide balance and a range of views, the volume includes both chapters reporting on empirical research funded by TIRF grant recipients and several from invited authors who are senior scholars in the field. This is the third volume in the Global Research on Teaching and Learning English Series, co-published by Routledge and TIRF.
TABLE OF CONTENTS
part I|34 pages
An Introduction to Teacher Education and Professional Development in TESOL
part II|46 pages
Teacher Identity in Second Language Teacher Education and Professional Development Programs
part III|60 pages
Second Language Teacher Education for Diverse Contexts
part IV|50 pages
Professional Development Programs for Diverse Contexts
part V|64 pages
Preparing Teachers for English-Medium Instruction (EMI)
part VI|10 pages
Epilogue