The Routledge Handbook of English Language Teacher Education provides an accessible, authoritative, comprehensive and up-to-date resource of English language teacher education. With an overview of historical issues, theoretical frameworks and current debates, this handbook provides unique insights into a range of teacher education contexts, focusing on key issues relating to teacher and learner priorities, language and communication, current practices, reflective practice, and research.

Key features include:

  • a cross-section of current theories, practices and issues, providing readers with a resource which can be used in a variety of contexts;
  • the use of data, transcripts and tasks to highlight and illustrate a range of practices, including examples of ‘best practice’;
  • ‘snapshots’ of ELTE from a number of contexts taken from all around the world; and
  • examples of current technological advances, contemporary thinking on reflective practice, and insights gained from recent research.

This wide-ranging and international collection of chapters has been written by leading experts in the field. The Routledge Handbook of English Language Teacher Education is sure to be core reading for students, researchers and educators in applied linguistics, TESOL and language education.

chapter |10 pages


BySteve Walsh, Steve Mann

part 1|98 pages

Second language teacher education

chapter 1|12 pages

What counts as knowledge in English language teaching?

ByDonald Freeman, Anne-Coleman Webre, Martha Epperson

chapter 2|13 pages

Materialising a Vygotskian-inspired language teacher education pedagogy

ByPaula R. Golombek, Karen E. Johnson

chapter 3|14 pages

Reflective practice in L2 teacher education

ByThomas S.C. Farrell

chapter 4|16 pages

ICT and English language teacher education

Opportunities, challenges and experiences
ByAmy Lightfoot

chapter 5|14 pages

Critical language teacher education?

ByJohn Gray

chapter 6|14 pages

Evaluating English language teacher education programmes

ByRichard Kiely

chapter 7|13 pages

Suggestions for teacher educators from a gentle iconoclast and a fellow explorer

ByJohn F. Fanselow, Takaaki Hiratsuka

part 2|90 pages

Core contexts

chapter 8|14 pages

Digital and online approaches to language teacher education

ByThom Kiddle, Tony Prince

chapter 9|13 pages

‘Mind the gap’

Supporting newly qualified teachers on their journey from pre-service training to full-time employment
ByNick Baguley

chapter 10|17 pages

Embedding reflective practice in an INSET course

ByTeti Dragas

chapter 12|15 pages

Teacher education in content-based language education

ByTom Morton

chapter 13|15 pages

The ‘non-native’ teacher

ByAli Fuad Selvi

part 3|84 pages

Language perspectives

chapter 14|15 pages

From language as system to language as discourse

ByMichael McCarthy, Brian Clancy

chapter 15|23 pages

Classroom interaction and language teacher education

ByOlcay Sert

chapter 16|14 pages

WE, ELF, EIL and their implications for English language teacher education

ByNavaporn Snodin, Pia Resnik

chapter 17|15 pages


ByPascual Pérez-Paredes

chapter 18|15 pages

Using corpus approaches in English language teacher education

ByFiona Farr, Anne O’Keeffe

part 4|100 pages

The pedagogic knowledge of second language teacher education

chapter 19|14 pages

Locating methods in ELT education

Perspectives and possibilities
ByGraham Hall

chapter 20|20 pages

Materials and authenticity in language teaching

ByAlex Gilmore

chapter 21|16 pages

Classroom management

Art, craft or science?
ByHeather Buchanan, Ivor Timmis

chapter 22|15 pages

Teacher cognition and teacher expertise

ByLi Li

chapter 23|15 pages

English language teacher education and collaborative professional development in contexts of constraints

ByKuchah Kuchah, Oumar Moussa Djigo, Betelhem Taye

chapter 24|18 pages

Creating contexts for teacher development

ByMark A. Clarke

part 5|124 pages

The processes of L2 teacher education

chapter 25|17 pages

Assessment and feedback

ByJo-Ann Delaney

chapter 26|15 pages

Post observation feedback

ByFiona Copland, Helen Donaghue

chapter 27|15 pages

Materials use and development

ByKathleen Graves, Sue Garton

chapter 28|14 pages

Mentoring and mentor development

ByJo Gakonga

chapter 29|13 pages

Professional learning and development in team teaching schemes

ByJaeyeon Heo

chapter 30|14 pages

Using screen capture technology in teacher education

ByRussell Stannard, Ayşegül Sallı

chapter |15 pages

Towards ‘professional vision’

Video as a resource in teacher learning
ByJulia Hüttner

chapter 32|19 pages

Implementing ePortfolios in teacher education

Research, issues and strategies
ByNusrat Gulzar, Helen C. Barrett

part 6|104 pages

Teacher perspectives

chapter 34|14 pages

Teacher motivation

The missing ingredient in teacher education
ByMartin Lamb, Mark Wyatt

chapter 35|17 pages

Teacher identity

ByGary Barkhuizen

chapter 36|17 pages

Teacher networks in the wild

Alternative ways of professional development
ByAmol Padwad, Jon Parnham

chapter 37|13 pages

Action research

ByDarío Luis Banegas, Luis S. Villacañas de Castro

chapter 38|13 pages

Exploratory practice

Integrating research into regular pedagogic activities
ByInés K. Miller, Maria Isabel Azevedo Cunha

chapter 39|15 pages

Leadership and language teacher development

ByMagdalena De Stefani