Handbook of Language Teacher Education: Critical Review and Research Synthesis

ISBN-13: 9783031473098 / Angielski / Twarda / 2025 / 10 str.

Zia Tajeddin, Thomas S.C. Farrell

Opis

This handbook synthesizes accumulated research evidence about the main areas of language teacher education. It systematically applies research synthesis to the field, providing coherent, systematic insights into various aspects of language teaching.Each chapter compares research conducted between 2010–2020 within a specialized area of teacher education. The chapters discuss the theoretical and research underpinnings of each area, describing the purposes, methods and findings of the research, including impacts of teacher education on teacher gains and teaching effectiveness. Areas addressed in this handbook include: teacher identity, motivation, demotivation and burnout, reflective practice, action research, Content and Language Integrated Learning (CLIL) teacher education, English Medium Instruction (EMI) teacher education, self-efficacy, assessment literacy, language awareness, Technological Pedagogical Content Knowledge (TPACK), supervision and mentoring, and nativeness/non-nativeness. This handbook is an invaluable resource for teacher educators, student/Preservice teachers, inservice teachers, graduate students of Teaching English to speakers of other languages (TESOL) and Applied Linguistics, and teacher education researchers.

Spis treści

Foreword (to be added after receiving full chapters)

 

1. Synthesizing research on language teacher education: A historical perspective

Zia Tajeddin and Thomas S. C. Farrell

 

2. Reflective practice in language teacher education

Thomas S. C. Farrell

 

3. Action research in language teacher education

Anne Burns and Emily Edwards

 

4. Identity in language teacher education

Zia Tajeddin and Mostafa Nazari

 

5. Emotion in language teacher education

Jim King and Sam Morris

 

6. Autonomy in language teacher education

Onur Ural and Kenan Dikilitas

 

7. Agency in language teacher education

Mohammad N. Karimi and Behzad Mansouri

 

8. Cognition and beliefs in language teacher education

Li Li

 

9. Self-efficacy in language teacher education

Mark Wyatt

 

10.  Motivation in language teacher education

Martin Lamb and Taguhi Sahakyan

 

11. Demotivation and burnout in language teacher education

Mirosław Pawlak, Joanna Zawodniak, and Mariusz Kruk

 

12. Good language teachers in language teacher education

MaryAnn Christison and Ying Zhang

 

13. Language awareness in language teacher education

Kristen Lindahl

 

14. Classroom discourse and interaction in language teacher education

Elaine Riordan

 

15. Nativeness and non-nativeness in language teacher education

Enric Llurda & Júlia Calvet-Terré

 

16. Assessment literacy in language teacher education

Yueting Xu

 

17. Scaffolding in language teacher education

Karina Rose Mahan 

 

18. English as an international language (EIL) pedagogy in language teacher education

Zia Tajeddin, Minoo Alemi, and Monireh Norouzi

 

19. Translanguaging in language teacher education

Jiajia Eve Liu and Angel M. Y. Lin

 

20. Quality evaluation in language teacher education

Amanda Howard

           

21. Supervision and mentoring in language teacher education

Hoa Thi Mai Nguyen

 

22. Heritage language pedagogy in language teacher education

Manel Lacorte and Elisa Gironzetti

 

23. TPACK in language teacher education

Chun Lai  

 

24. Online language teacher education

Hyun-Sook Kang and Yoonjin Nam-Huh

 

25. Practicum in language teacher education

Jason Martel

 

26. CLIL in language teacher education

Alberto Fernández Costales and David Lasagabaster

 

27. EMI in language teacher education

David Lasagabaster and Alberto Fernández Costales

 

Epilogue (to be added after receiving full chapters)

 

 

O autorze

Zia Tajeddin is Professor of Applied Linguistics at Tarbiat Modares University, Iran. His research interests center on teacher education and L2 pragmatics. He co-edits two international journals: Applied Pragmatics (John Benjamins) and Second Language Teacher Education (Equinox). He is the co-editor of the Springer book series Studies in Language Teacher Education. His recent co-edited volumes include Lessons from Good Language Teachers (Cambridge University Press, 2020), Pragmatics Pedagogy in English as an International Language (Routledge, 2021), and Teacher Reflection: Policies, Practices and Impacts (Multilingual Matters, 2022).

Thomas S.C. Farrell is Professor of Applied Linguistics at Brock University, Canada. His professional interests include Reflective Practice, Language Teacher Education & Development. He has published widely in these areas. A selection of his most recent books includes TESOL Teacher Education: A Reflective Approach (2021, Edinburgh University Press), Reflective Language Teaching (2022, Cambridge University Press), Insights Into Professional Development in Language Teaching (2022, Castledown, UK), Doing Reflective Practice in English Language Teaching: 120 Activities for Effective Classroom Management, Lesson Planning, and Professional Development (2022, Routledge). His webpage is: www.reflectiveinquiry.ca