Subhan Zein, PhD has trained teachers in Australia and Indonesia. He teaches at the University of Queensland, Australia. Richmond Stroupe is Chair of the Graduate Program in International Language Education: TESOL Program in the Graduate School of Letters, and a Professor in the World Language Center, at Soka University, Japan.

• Chapter 1: Preparing Asian English Teachers in the Global World PART ONE: SETTING THE SCENEChapter 2: Current Trends and Future Directions in Pre-service Teacher Training Programmes for English Language in ASEAN Plus Three: A Synthesis of Recent Research PART TWO: INNOVATIONS IN TEACHER PREPARATIONChapter 3: Translanguaging in the EYL Classroom as a Metadiscursive Practice: Preparing Prospective Teachers Chapter 4: Advancing Achievement through Value-Added Measures: A Study on English Teacher Preparation in Brunei Chapter 5: Professional Development through Practicum: A Case Study on Malaysian Pre-service ESL Teachers’ Professional Identity Construction Chapter 6: ‘Native-Speakerism… I Think We Need to Change Our Perception’. Sociocultural Perspectives on Cambodian Pre-Service Teacher Education PART THREE: TEACHER PREPARATION, DEVELOPMENT AND EVALUATION Chapter 7: English Teacher Preparation in Brunei Darussalam: An Overview of the Master of Teaching Programme from Multiple Perspectives Chapter 8: Meeting the Needs of an International Student Population: The Response of a Japanese Graduate Program Chapter 9: Assessment Education of Pre-Service English Teachers in the Philippines: Prospects and Challenges Chapter 10: Meeting the Needs of Primary School Pre-service Teachers in the Undergraduate School English Program in South Korea Chapter 11: English Teachers Professional Development and the Role of Professional Learning Communities to Enhance Teachers Practice and Student Outcomes in China PART FOUR: TEACHER PREPARATION AND POLICYChapter 12: Teaching Renovation and Efficiency: Education Policy as an Affordance for Task-based Language Teaching in Pre-service Teacher Education in Vietnam Chapter 13: English Language Teacher Preparation in Myanmar: Challenges and Recommendations for Myanmar and the ASEAN Region Chapter 14: The "Practising Adaptive Expert": Professionalism as Constructed in Vietnam English Language Teacher PolicyCONCLUSIONChapter 15: Maintaining balance: How can ASEAN Plus Three best preserve diversity and prepare for the globalized world in the 21st century?

'This volume is an important contribution to the literature on English teacher preparation. It is well-conceived, accessibly written, and timely. It provides insights into the theoretical and practical aspects of pre-service English teacher preparation for undergraduate and graduate students, policy designers, English language teachers, teacher educators and academics. I predict it will become an enlightening read within the Asian continent and beyond.'— Yasemin Kırkgöz, Çukurova University, Turkey'This 300-page volume appropriates ample space to each chapter which can read as a well-organized research article collected for the overarching theme of English teacher preparation in East/Southeast Asia. The amount of scholarly knowledge base about teacher training experienced by Asian English teachers pales by comparison to the surging body of literature on the status quo of English teaching and learning in the region. This timely edited book fills the void, bringing together more than ten teachers, teacher trainers, budding scholars and experienced TESOL professionals who have insightful research findings and discussion about local pre-service teachers’ identity and teacher preparation programs. It serves as an ideal resource book for anyone who needs to keep abreast of all the changes, challenges and advances happening in the world’s biggest and most dynamic teacher training community.'— Yoko Kobayashi, Associate Professor, Iwate University, Japan'I have gained thought-provoking insights from these coherent, comprehensive, and empirically validated chapters, each of which provides a springboard for analysing, discussing, and implementing changes in programme development, curriculum design, teaching practicum, and teacher assessment which are inextricably bound to globalisation [...] as both an experienced teacher educator and a language teacher, I wholeheartedly recommend it as an important reference for preservice teachers, novice teachers, teacher educators, and policymakers.'— review by Ali Derakhshan, Golestan University, Iran (DOI: https://doi.org/10.1016/j.system.2019.06.003)

Subhan Zein, PhD has trained teachers in Australia and Indonesia. He teaches at the University of Queensland, Australia. Richmond Stroupe is Chair of the Graduate Program in International Language Education: TESOL Program in the Graduate School of Letters, and a Professor in the World Language Center, at Soka University, Japan.

• Chapter 1: Preparing Asian English Teachers in the Global World PART ONE: SETTING THE SCENEChapter 2: Current Trends and Future Directions in Pre-service Teacher Training Programmes for English Language in ASEAN Plus Three: A Synthesis of Recent Research PART TWO: INNOVATIONS IN TEACHER PREPARATIONChapter 3: Translanguaging in the EYL Classroom as a Metadiscursive Practice: Preparing Prospective Teachers Chapter 4: Advancing Achievement through Value-Added Measures: A Study on English Teacher Preparation in Brunei Chapter 5: Professional Development through Practicum: A Case Study on Malaysian Pre-service ESL Teachers’ Professional Identity Construction Chapter 6: ‘Native-Speakerism… I Think We Need to Change Our Perception’. Sociocultural Perspectives on Cambodian Pre-Service Teacher Education PART THREE: TEACHER PREPARATION, DEVELOPMENT AND EVALUATION Chapter 7: English Teacher Preparation in Brunei Darussalam: An Overview of the Master of Teaching Programme from Multiple Perspectives Chapter 8: Meeting the Needs of an International Student Population: The Response of a Japanese Graduate Program Chapter 9: Assessment Education of Pre-Service English Teachers in the Philippines: Prospects and Challenges Chapter 10: Meeting the Needs of Primary School Pre-service Teachers in the Undergraduate School English Program in South Korea Chapter 11: English Teachers Professional Development and the Role of Professional Learning Communities to Enhance Teachers Practice and Student Outcomes in China PART FOUR: TEACHER PREPARATION AND POLICYChapter 12: Teaching Renovation and Efficiency: Education Policy as an Affordance for Task-based Language Teaching in Pre-service Teacher Education in Vietnam Chapter 13: English Language Teacher Preparation in Myanmar: Challenges and Recommendations for Myanmar and the ASEAN Region Chapter 14: The "Practising Adaptive Expert": Professionalism as Constructed in Vietnam English Language Teacher PolicyCONCLUSIONChapter 15: Maintaining balance: How can ASEAN Plus Three best preserve diversity and prepare for the globalized world in the 21st century?

'This volume is an important contribution to the literature on English teacher preparation. It is well-conceived, accessibly written, and timely. It provides insights into the theoretical and practical aspects of pre-service English teacher preparation for undergraduate and graduate students, policy designers, English language teachers, teacher educators and academics. I predict it will become an enlightening read within the Asian continent and beyond.'— Yasemin Kırkgöz, Çukurova University, Turkey'This 300-page volume appropriates ample space to each chapter which can read as a well-organized research article collected for the overarching theme of English teacher preparation in East/Southeast Asia. The amount of scholarly knowledge base about teacher training experienced by Asian English teachers pales by comparison to the surging body of literature on the status quo of English teaching and learning in the region. This timely edited book fills the void, bringing together more than ten teachers, teacher trainers, budding scholars and experienced TESOL professionals who have insightful research findings and discussion about local pre-service teachers’ identity and teacher preparation programs. It serves as an ideal resource book for anyone who needs to keep abreast of all the changes, challenges and advances happening in the world’s biggest and most dynamic teacher training community.'— Yoko Kobayashi, Associate Professor, Iwate University, Japan'I have gained thought-provoking insights from these coherent, comprehensive, and empirically validated chapters, each of which provides a springboard for analysing, discussing, and implementing changes in programme development, curriculum design, teaching practicum, and teacher assessment which are inextricably bound to globalisation [...] as both an experienced teacher educator and a language teacher, I wholeheartedly recommend it as an important reference for preservice teachers, novice teachers, teacher educators, and policymakers.'— review by Ali Derakhshan, Golestan University, Iran (DOI: https://doi.org/10.1016/j.system.2019.06.003)

Subhan Zein, PhD has trained teachers in Australia and Indonesia. He teaches at the University of Queensland, Australia. Richmond Stroupe is Chair of the Graduate Program in International Language Education: TESOL Program in the Graduate School of Letters, and a Professor in the World Language Center, at Soka University, Japan.

• Chapter 1: Preparing Asian English Teachers in the Global World PART ONE: SETTING THE SCENEChapter 2: Current Trends and Future Directions in Pre-service Teacher Training Programmes for English Language in ASEAN Plus Three: A Synthesis of Recent Research PART TWO: INNOVATIONS IN TEACHER PREPARATIONChapter 3: Translanguaging in the EYL Classroom as a Metadiscursive Practice: Preparing Prospective Teachers Chapter 4: Advancing Achievement through Value-Added Measures: A Study on English Teacher Preparation in Brunei Chapter 5: Professional Development through Practicum: A Case Study on Malaysian Pre-service ESL Teachers’ Professional Identity Construction Chapter 6: ‘Native-Speakerism… I Think We Need to Change Our Perception’. Sociocultural Perspectives on Cambodian Pre-Service Teacher Education PART THREE: TEACHER PREPARATION, DEVELOPMENT AND EVALUATION Chapter 7: English Teacher Preparation in Brunei Darussalam: An Overview of the Master of Teaching Programme from Multiple Perspectives Chapter 8: Meeting the Needs of an International Student Population: The Response of a Japanese Graduate Program Chapter 9: Assessment Education of Pre-Service English Teachers in the Philippines: Prospects and Challenges Chapter 10: Meeting the Needs of Primary School Pre-service Teachers in the Undergraduate School English Program in South Korea Chapter 11: English Teachers Professional Development and the Role of Professional Learning Communities to Enhance Teachers Practice and Student Outcomes in China PART FOUR: TEACHER PREPARATION AND POLICYChapter 12: Teaching Renovation and Efficiency: Education Policy as an Affordance for Task-based Language Teaching in Pre-service Teacher Education in Vietnam Chapter 13: English Language Teacher Preparation in Myanmar: Challenges and Recommendations for Myanmar and the ASEAN Region Chapter 14: The "Practising Adaptive Expert": Professionalism as Constructed in Vietnam English Language Teacher PolicyCONCLUSIONChapter 15: Maintaining balance: How can ASEAN Plus Three best preserve diversity and prepare for the globalized world in the 21st century?

'This volume is an important contribution to the literature on English teacher preparation. It is well-conceived, accessibly written, and timely. It provides insights into the theoretical and practical aspects of pre-service English teacher preparation for undergraduate and graduate students, policy designers, English language teachers, teacher educators and academics. I predict it will become an enlightening read within the Asian continent and beyond.'— Yasemin Kırkgöz, Çukurova University, Turkey'This 300-page volume appropriates ample space to each chapter which can read as a well-organized research article collected for the overarching theme of English teacher preparation in East/Southeast Asia. The amount of scholarly knowledge base about teacher training experienced by Asian English teachers pales by comparison to the surging body of literature on the status quo of English teaching and learning in the region. This timely edited book fills the void, bringing together more than ten teachers, teacher trainers, budding scholars and experienced TESOL professionals who have insightful research findings and discussion about local pre-service teachers’ identity and teacher preparation programs. It serves as an ideal resource book for anyone who needs to keep abreast of all the changes, challenges and advances happening in the world’s biggest and most dynamic teacher training community.'— Yoko Kobayashi, Associate Professor, Iwate University, Japan'I have gained thought-provoking insights from these coherent, comprehensive, and empirically validated chapters, each of which provides a springboard for analysing, discussing, and implementing changes in programme development, curriculum design, teaching practicum, and teacher assessment which are inextricably bound to globalisation [...] as both an experienced teacher educator and a language teacher, I wholeheartedly recommend it as an important reference for preservice teachers, novice teachers, teacher educators, and policymakers.'— review by Ali Derakhshan, Golestan University, Iran (DOI: https://doi.org/10.1016/j.system.2019.06.003)