ABSTRACT
Nevertheless, I have never completely disconnected from language teaching as my academic teaching over the years has kept me focused, at least to some extent, on issues directly related to it. Between 1996 and 2012, when I worked at the Institute of Education in London, I was, at diff erent times, the coordinator of MA programs in modern foreign language teaching and learning, TESOL, and bilingual education. On several occasions during this period, I taught on an MA module focusing on language teacher education and development. Teaching this module put me in direct contact with debates taking place around key issues, including what “training,” “education,” and “development” might mean; teacher learning and cognition; the content of language teacher education courses; and how language teachers develop careers.
