The Routledge Handbook of English Language Teacher Education

1. Auflage 2019
ISBN: 978-1-138-96137-1
Verlag: Taylor & Francis Ltd

Buch, Englisch, 643 Seiten, Format (B × H): 254 mm x 182 mm, Gewicht: 1262 g

Reihe: Routledge Handbooks in Applied Linguistics

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.

Zielgruppe

Postgraduate and Undergraduate

Autoren/Hrsg.

Walsh, Steve

Mann, Steve

Fachgebiete

• Sozialwissenschaften Pädagogik Lehrerausbildung, Unterricht & Didaktik Allgemeine Didaktik Literatur, Deutsch, Fremdsprachen (Unterricht & Didaktik)
• Sozialwissenschaften Pädagogik Lehrerausbildung, Unterricht & Didaktik Lehrerausbildung
• Geisteswissenschaften Sprachwissenschaft Fremdsprachenerwerb und -didaktik

Inhaltsverzeichnis

List of contributors

Acknowledgements

Introduction

Steve Walsh and Steve Mann

PART 1 Second language teacher education: an overview

1 What counts as knowledge in English language teaching?

Donald Freeman, Anne-Coleman Webre and Martha Epperson

2 Materialising a Vygotskian-inspired language teacher education pedagogy

Paula R. Golombek and Karen E. Johnson

3 Reflective practice in L2 teacher education

Thomas S.C. Farrell

4 ICT and English language teacher education: opportunities, challenges and experiences

Amy Lightfoot

5 Critical language teacher education?

John Gray

6 Evaluating English language teacher education programmes

Richard Kiely

7 Suggestions for teacher educators from a gentle iconoclast and a fellow explorer

John F. Fanselow and Takaaki Hiratsuka

PART 2 Core contexts

8 Digital and online approaches to language teacher education

Thom Kiddle and Tony Prince

9 ‘Mind the gap’: supporting newly qualified teachers on their journey from pre-service training to full-time employment

Nick Baguley

10 Embedding reflective practice in an INSET course

Teti Dragas

11 Continuing professional development/continuous professional learning for English language teachers

David Hayes

12 Teacher education in content-based language education

Tom Morton

13 The ‘non-native’ teacher

Ali Fuad Selvi

PART 3 Language perspectives

14 From language as system to language as discourse

Michael McCarthy and Brian Clancy

15 Classroom interaction and language teacher education

Olcay Sert

16 WE, ELF, EIL and their implications for English language teacher education

Navaporn Snodin and Pia Resnik

17 ELTE and SLA

Pascual Pérez-Paredes

18 Using corpus approaches in English language teacher education

Fiona Farr and Anne O’Keeffe

PART 4 The pedagogic knowledge of second language teacher education

19 Locating methods in ELT education: perspectives and possibilities

Graham Hall

20 Materials and authenticity in language teaching

Alex Gilmore

21 Classroom management: art, craft or science?

Heather Buchanan and Ivor Timmis

22 Teacher cognition and teacher expertise

Li Li

23 English language teacher education and collaborative professional

development in contexts of constraints

Kuchah Kuchah, Oumar Moussa Djigo and Betelhem Taye

24 Creating contexts for teacher development

Mark A. Clarke

PART 5 The processes of L2 teacher education

25 Assessment and feedback

Jo-Ann Delaney

26 Post observation feedback

Fiona Copland and Helen Donaghue

27 Materials use and development

Kathleen Graves and Sue Garton

28 Mentoring and mentor development

Jo Gakonga

29 Professional learning and development in team teaching schemes

Jaeyeon Heo

30 Using screen capture technology in teacher education

Russell Stannard and Aysegül Salli

31 Towards ‘professional vision’: video as a resource in teacher learning

Julia Hüttner

32 Implementing ePortfolios in teacher education: research, issues and strategies

Nusrat Gulzar and Helen C. Barrett

PART 6 Teacher perspectives

33 Methodology texts and the construction of teachers’ practical knowledge

Scott Thornbury

34 Teacher motivation: the missing ingredient in teacher education

Martin Lamb and Mark Wyatt

35 Teacher identity

Gary Barkhuizen

36 Teacher networks in the wild: alternative ways of professional development

Amol Padwad and Jon Parnham

37 Action research

Darío Luis Banegas and Luis S. Villacañas de Castro

38 Exploratory practice: integrating research into regular pedagogic activities

Inés K. Miller and Maria Isabel Azevedo Cunha

39 Leadership and language teacher development

Magdalena De Stefani

Index

Über Autor(innen)

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.