Routledge Handbook of English Language Teacher Education

Steve Walsh is Professor of Applied Linguistics in the School of Education, Communication and Language Sciences, Newcastle University, UK and visiting professor at Hong Kong University. He has been involved in English language teaching and teacher education for more than 30 years in a range of overseas contexts. His research interests include classroom discourse, teacher development and second language teacher education.Steve Mann (Associate Professor) currently works at the Centre for Applied Linguistics at the University of Warwick, UK. He has experience in Hong Kong, Japan and Europe in both English language teaching and teacher development. Steve supervises a research group of PhD students who are investigating teachers’ education and development. His research interests include action research, reflective practice, classroom discourse, and the role of video in language teacher education.

• List of contributorsAcknowledgementsIntroductionSteve Walsh and Steve MannPART 1 Second language teacher education: an overview1 What counts as knowledge in English language teaching?Donald Freeman, Anne-Coleman Webre and Martha Epperson2 Materialising a Vygotskian-inspired language teacher education pedagogyPaula R. Golombek and Karen E. Johnson3 Reflective practice in L2 teacher educationThomas S.C. Farrell4 ICT and English language teacher education: opportunities, challenges and experiencesAmy Lightfoot5 Critical language teacher education?John Gray6 Evaluating English language teacher education programmesRichard Kiely7 Suggestions for teacher educators from a gentle iconoclast and a fellow explorerJohn F. Fanselow and Takaaki HiratsukaPART 2 Core contexts8 Digital and online approaches to language teacher educationThom Kiddle and Tony Prince9 ‘Mind the gap’: supporting newly qualified teachers on their journey from pre-service training to full-time employmentNick Baguley10 Embedding reflective practice in an INSET courseTeti Dragas11 Continuing professional development/continuous professional learning for English language teachersDavid Hayes12 Teacher education in content-based language educationTom Morton13 The ‘non-native’ teacherAli Fuad SelviPART 3 Language perspectives14 From language as system to language as discourseMichael McCarthy and Brian Clancy15 Classroom interaction and language teacher educationOlcay Sert16 WE, ELF, EIL and their implications for English language teacher educationNavaporn Snodin and Pia Resnik17 ELTE and SLAPascual Pérez-Paredes18 Using corpus approaches in English language teacher educationFiona Farr and Anne O’KeeffePART 4 The pedagogic knowledge of second language teacher education19 Locating methods in ELT education: perspectives and possibilitiesGraham Hall20 Materials and authenticity in language teachingAlex Gilmore21 Classroom management: art, craft or science?Heather Buchanan and Ivor Timmis22 Teacher cognition and teacher expertiseLi Li23 English language teacher education and collaborative professionaldevelopment in contexts of constraintsKuchah Kuchah, Oumar Moussa Djigo and Betelhem Taye24 Creating contexts for teacher developmentMark A. ClarkePART 5 The processes of L2 teacher education25 Assessment and feedbackJo-Ann Delaney26 Post observation feedbackFiona Copland and Helen Donaghue27 Materials use and developmentKathleen Graves and Sue Garton28 Mentoring and mentor developmentJo Gakonga29 Professional learning and development in team teaching schemesJaeyeon Heo30 Using screen capture technology in teacher educationRussell Stannard and Aysegül Salli31 Towards ‘professional vision’: video as a resource in teacher learningJulia Hüttner32 Implementing ePortfolios in teacher education: research, issues and strategiesNusrat Gulzar and Helen C. BarrettPART 6 Teacher perspectives33 Methodology texts and the construction of teachers’ practical knowledgeScott Thornbury34 Teacher motivation: the missing ingredient in teacher educationMartin Lamb and Mark Wyatt35 Teacher identityGary Barkhuizen36 Teacher networks in the wild: alternative ways of professional developmentAmol Padwad and Jon Parnham37 Action researchDarío Luis Banegas and Luis S. Villacañas de Castro38 Exploratory practice: integrating research into regular pedagogic activitiesInés K. Miller and Maria Isabel Azevedo Cunha39 Leadership and language teacher developmentMagdalena De StefaniIndex

"Finally, everything you want to know about English language teacher education is crystalized in one authoritative text. A practical guide filled with voices of wisdom and innovation, Walsh and Mann’s painstakingly curated handbook will be the go-to resource for English language teacher educators around the world for many years to come."Hansun Zhang Waring, Teachers College, Columbia University, USA"What I like most about this thoughtfully organized handbook are the six thematic sections. The chapters are also data-based and offer tools for teachers or program administrators to do empirically-grounded professional development. Each chapter addresses common concepts for teacher educators, including criticality, reflexivity, and technology which gives the volume a cohesiveness not seen in other handbooks. Well done!"John Hellermann, Portland State University, USA"This important book brings together current thinking both about the knowledge and skills that English language teachers need and how they may be provided. Such an overview is timely because it highlights very clearly the challenges of implementing ELTE curriculum policy in a range of global contexts. The handbook provides a source of reference both for those responsible for planning and designing the content and process of contextually supportive teacher education provision, and for scholars interested in exploring current debates in the field more fully." Dr Martin Wedell, University of Leeds, UK"... cover[s] a very wide range of topics, including issues that are rarely dealt with elsewhere, providing rich evidence from the field to support practical and theoretical conclusions. In general it certainly fulfils its mission to be, as the editors claim in their introduction, ‘a significant resource for ELTE and ELTE research’ (p. 1)."Penny Ur, ELT Journal, Volume 74, Issue 4, October 2020