ABSTRACT
Second language teacher education (SLTE) programs traditionally provide different courses (as well as some kind of teaching practice) that are supposed to prepare learner teachers for a teaching career. However, when they begin their teaching careers, what usually happens is that many soon realize that is something of a mismatch between the contents of their SLTE programs and their lived experiences as novice teachers. Consequently, SLTE programs must be able to prepare teachers, to become professionals who are adaptive experts within the context in which they teach. One way of nurturing learner teachers to become adaptive practitioners is to develop teachers as reflective practitioners who can make their own informed decisions about their practice based on such reflection. This chapter discusses how SLT educators can encourage learner teachers to become reflective practitioners. The chapter outlines how SLT educators can make use of technology, critical friendships, team teaching, peer coaching, dialoging, service learning, writing, action research and analysis of critical incidents to encourage learner teachers to engage in reflective practice.
