ABSTRACT
Teacher education plays a crucial role in preparing language teachers to teach Englishes away from Anglo-American standards and close to the realities put forward by the world Englishes paradigm. In the context of the Philippines, scholars have long encouraged English language teaching practitioners to incorporate Philippine English (PhE) realities in their practices and even endorsed models for teaching English based on PhE. This chapter reviews studies conducted in the area of teacher education and PhE. Teacher research in relation to PhE has received significant attention in the two decades following Bautista’s landmark studies which reported awareness and acceptance of PhE among university teachers. According to the Department of Education, the two goals of the English language component of the K-12 curriculum are communicative competence and multiliteracies.
