ABSTRACT
This chapter examines English language teaching from the perspective of how knowledge about classroom teaching and about teacher education are intertwined. We question the de facto premise that teacher education simply packages what ELT teachers are expected to know, suggesting instead that the two forms of knowledge are interwoven through processes of curating and selection. Creating a handbook is one instance of ‘curating’ ELTE community knowledge which offers a glimpse of how the community is thinking about English language teaching at this particular time. Using Freeman’s Knowledge Generations argument (2016) as a framework, we organize the main ideas from the chapter abstracts and identify patterns of thinking. This broadly based, general perspective suggests that that the knowledge represented in the chapter abstracts focused on ELTE seems mainly concerned with teacher education pedagogy, a second-generation concern, and how to teach ever-evolving ELT teaching knowledge.
