Initial English Language Teacher Education: International Perspectives on Research, Curriculum and Practice

Description

Trainees' voices, beliefs and experiences as learners, shaped by the tension and dialogue between internal and external theories of teaching and learning, inevitably penetrate the Initial English Language Teacher Education (IELTE) curriculum. Scrutinising these beliefs and experiences, Initial English Language Teacher Education provides readers with vivid and informed accounts of IELTE from around the world. Approaching IELTE from a sociocultural perspective, the authors analyse future teachers' trajectories and educational histories in order to understand their experiences as learners, unpack internal beliefs, and problematise the relationships between such beliefs with theories and research in the field. Exploring accounts from a number of under-researched contexts, Initial English Language Teacher Education investigates and analyses perspectives from Argentina, Brazil, China, Colombia, Kenya, Singapore, South Africa, Spain and Uruguay. Through the eyes of future teachers, the chapters address issues such as: trainee motivation, tensions between theory and practice, role of feedback, teacher development and identity, critical pedagogies, online teacher education and intercultural awareness.

Dario Luis Banegas is a teacher educator and curriculum developer at the Ministry of Education of Chubut, Argentina, and Associate Fellow at the University of Warwick, UK. He is the founding editor of the Argentinian Journal of Applied Linguistics and an editorial board member of English Language Teacher Education and Development (ELTED) journal.

The powerful issues of identity, reflection, and critical pedagogy are woven through the contributions to this volume, providing insightful understanding that must inevitably provoke consideration about core issues in English language teacher education ... highly recommended. * ELTED Journal * A useful resource for teacher education. It offers much value to stakeholders who are directly involved in teacher education programmes, such as education policy makers, teacher training college/university administrators, head of education faculties/departments, teacher trainers, teacher trainer researchers and student teachers. The book also offers much benefit to those who are indirectly involved in teacher education programmes, such as school administrators and student teacher supervisors. * eFLT: Electronic Journal of Foreign Language Teaching * This collection of twelve chapters, from such diverse contexts as South America, Africa, Europe and Asia, addresses the theory/practice divide in Initial English Language Teacher Education (IELTE) through the eyes of teacher educators and learner teachers. This collection is a valuable contribution to the field of IELTE, and especially for language teacher educators and learner teachers. * Thomas S. C. Farrell, Professor of Applied Linguistics, Brock University, Canada * This is a collection of detailed and thought-provoking accounts of how IELTE is experienced in less researched places, such as Kenya and Uruguay. Banegas has managed to show how future teachers from different countries conceive of a number of pressing issues relevant to their initial English language teacher education. * Salah Troudi, Associate Professor and Programme Director for the TESOL/Dubai EdD, University of Exeter, UK *