The Routledge handbook of English language teacher education [Recurso electrónico]/ edited by Steve Walsh and Steve Mann

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. Cover Half Title Series Title Copyright Dedication Contents List of contributors Acknowledgements Introduction Part 1 Second language teacher education: an overview 1 What counts as knowledge in English language teaching? 2 Materialising a Vygotskian-inspired language teacher education pedagogy 3 Reflective practice in L2 teacher education 4 ICT and English language teacher education: opportunities, challenges and experiences 5 Critical language teacher education? 6 Evaluating English language teacher education programmes 7 Suggestions for teacher educators from a gentle iconoclast and a fellow explorer Part 2 Core contexts 8 Digital and online approaches to language teacher education 9 ‘Mind the gap’: supporting newly qualified teachers on their journey from pre-service training to full-time employment 10 Embedding reflective practice in an INSET course 11 Continuing professional development/continuous professional learning for English language teachers 12 Teacher education in content-based language education 13 The ‘non-native’ teacher Part 3 Language perspectives 14 From language as system to language as discourse 15 Classroom interaction and language teacher education 16 WE, ELF, EIL and their implications for English language teacher education 17 ELTE and SLA 18 Using corpus approaches in English language teacher education Part 4 The pedagogic knowledge of second language teacher education 19 Locating methods in ELT education: perspectives and possibilities 20 Materials and authenticity in language teaching 21 Classroom management: art, craft or science? 22 Teacher cognition and teacher expertise 23 English language teacher education and collaborative professional development in contexts of constraints 24 Creating contexts for teacher development Part 5 The processes of L2 teacher education 25 Assessment and feedback 26 Post observation feedback 27 Materials use and development 28 Mentoring and mentor development 29 Professional learning and development in team teaching schemes 30 Using screen capture technology in teacher education 31 Towards ‘professional vision’: video as a resource in teacher learning 32 Implementing ePortfolios in teacher education: research, issues and strategies Part 6 Teacher perspectives 33 Methodology texts and the construction of teachers’ practical knowledge 34 Teacher motivation: the missing ingredient in teacher education 35 Teacher identity 36 Teacher networks in the wild: alternative ways of professional development 37 Action research 38 Exploratory practice: integrating research into regular pedagogic activities 39 Leadership and language teacher development Index