Handbook of Language Teacher Education: Critical Review and Research Synthesis
About this ebook
Each chapter compares research conducted between 2010–2020 within a specialized area of teacher education. The chapters discuss the theoretical and research underpinnings of each area, describing the purposes, methods, and findings of the research, including the impacts of teacher education on teacher professional development and teaching effectiveness.The twenty-six chapters in this handbook address three main areas of teacher education: Teacher Variables, Teacher Professional Development, and Teacher Instructional Beliefs and Practices. Section One on teacher variables includes ten chapters focused on teacher reflective practice, identity, cognition, self-efficacy beliefs, emotion, motivation, demotivation and burnout, agency, autonomy, and nativeness/nonnativeness. Second Two includes five chapters on teacher professional development, namely good language teachers, preservice teacher mentoring, practicum in language teacher education, online language teacher education, and language teacher action research. Section Three consists of eleven chapters on teacher instructional beliefs and practices, which systematically review research on teacher beliefs and practices about English as an international language, teacher intercultural knowledge and beliefs, teacher curricular knowledge, TPACK of in-service teachers in language education, CLIL language teacher education, EMI language teacher education, heritage language teacher education, translanguaging in language teacher education, language teacher classroom discourse and interaction, language assessment literacy for teachers, and scaffolding and language teachers.
This handbook is an invaluable resource for teacher educators, student/preservice teachers, inservice teachers, graduate students of Teaching English to Speakers of Other Languages (TESOL) and Applied Linguistics, and teacher education researchers.
About the author
Zia Tajeddin is Professor of Applied Linguistics at Tarbiat Modares University, Tehran, Iran. He co-edits two international journals: Applied Pragmatics (John Benjamins) and Second Language Teacher Education (University of Toronto Press). He is the co-editor of the Springer book series of Studies in Language Teacher Education. His research interests center on teacher education, L2 pragmatics, and EIL/ELF pedagogy. His recently published books include Lessons from Good Language Teachers (with Carol Griffiths, Cambridge University Press, 2020), Pragmatics Pedagogy in English as an International Language (with Minoo Alemi, Routledge, 2021), Teacher Reflection: Policies, Practices and Impacts (with Atsuko Watanabe, Multilingual Matters, 2022), Language Education Programs: Perspectives on Policies and Practices (with Carol Griffiths, Springer, 2023), and Language Teacher Identity Tensions: Nexus of Agency, Emotion, and Investment (with Bedrettin Yazan, Routledge, 2024).
Thomas S. C. Farrell is Professor of Applied Linguistics at Brock University, Canada. Professor Farrell’s professional interests include Reflective Practice, and Language Teacher Education & Development. Professor Farrell has published widely in academic journals and has presented at major conferences worldwide on these topics. He is recognized in the World’s Top 2% Scientists top-cited in their respective fields (2021, 2022, 2023, 2024), with over 20,000 citations and 68 h-index. His mist recent books include: Reflective Language Teaching (2022: Cambridge University Press, UK). Insights Into Professional Development in Language Teaching (2022: Castledown, UK). Doing Reflective Practice in English Language Teaching (2022: Routledge, US). TESOL Teacher Education: A Reflective Approach. (2022: Edinburgh University Press, UK). Surviving The Induction Years of Language Teaching: The Importance of Reflective Practice. (UK: Equinox); Reflective Practice For Language Teachers. (2024, UK, British Council). Reflective Practice For Early Career Language Teachers. (2025, Cambridge University Press, UK).
