ABSTRACT
This chapter analyses a range of international literature to see how it is understood that teachers learn to teach ESL or EFL. It first discusses different curricular models applied in second-language teacher education (SLTE). Second, it argues that the knowledge base of SLTE lies in a dialectic relationship between knowledge and skills about language teaching and socialising and teaching as a lived experience immersed in a community. Finally, discusses the impact of school-based experiences and how teachers' identities are formed in the activity of learning to teach EFL. Norton's model of critical language teacher education was informed by teaching practices in China, Canada and the US in pre-service and in-service teacher contexts. The SLTE curriculum includes school-based experiences ranging from observation to actual teaching. Conceptual tools in the activity of learning to teach EFL can be principles, frameworks and ideas about teaching and learning English as a foreign language.
