• Preface: On the Need for a Theory of Language Teaching: Twenty-five Years Later By Diane Larsen-Freeman.- Introduction: By Tammy Gregersen and Peter MacIntyre.- Part I: “Intra” Innovations.- Innovating my Thinking and Practices as a Language Teacher Educator through my Work as a Researcher By Paula Golembek.- Idiodynamics: An innovative method to build emotional intelligence through systematic self-assessment/reflection/critique by Tammy Gregersen and Peter MacIntyre.- Shifting Relations: EFL Pre-service Teachers’ Sense of Self as a Network of Relationships By Sarah Mercer.- The Brain Studies Boom:  Using Neuroscience in ESL/EFL Teacher Education By Curtis Kelly.- Part II: “Cross-over” Innovations.- Teaching with Heart and Soul: Socio-emotional Intelligence in Teacher Education Programmes By Sarah Mercer and Christina Gnokou.- Peace through Understanding: Peace Activities as Innovations in Language Teacher Education By Rebecca Oxford.- Jobs, Careers and Callings:  Adapting Positive Psychology Tasks for Use in ESL/EFL and Other Language Classes and Teacher Education By Marc Helgesen.- Part III: “Inter” Innovations.- Innovating Teacher Development: Transformative Teacher Education through Classroom Inquiry By Anne Burns.- Becoming a Process Researcher of One’s Own Development: Using an Identity Mapping Model to Make Sense of Transformation Dynamics during the Practicum By Alastair Henry and Mona Tynkkinen.- The Role of Teaching a Novel Language in an SLA Content Course By Amy Thompson.-  Asking Students to Teach: Gardening in the Jungle By Tim Murphey.

“This anthology is a timely source for innovative practices of language-teacher education, dovetailing them with work based upon Complex Dynamic System Theory (CDST) and Positive Psychology (PosPsy). ... a more holistic view of the professional development and the well-being of language teachers is adopted throughout. ... As it caters to different scholarly and practical needs, the volume is recommended to a readership that will include FL/SL researchers, language-teacher educators, and both pre-service and in-service teachers.” (Chengchen Li, Journal of Multilingual and Multicultural Development, April, 2018)