International Perspectives on English Language Teacher Education ― Innovations from the Field

As the TESOL profession continues to expand its knowledge-base, what we are still striving to achieve is agreement on a common core expertise of linguistic and pedagogical content domains that language teachers need in order to succeed in their first years and beyond. However, the central issue of what constitutes appropriate disciplinary knowledge and pedagogical content knowledge remains an unresolved issue, requiring teachers and teacher educators to be innovative in both content and delivery.
The chapters in this volume outline and discuss examples of teacher educators in diverse global contexts who have provided successful self-initiated innovations for their teacher learners. The collection suggests that a way forward for second language teacher preparation programs is through 'reflective practice as innovation'.

Thomas S.C. Farrell is Professor of Applied Linguistics at Brock University, Canada. His professional interests include Reflective Practice, and Language Teacher Education and Development. He has published widely in academic journals and has presented at major conferences worldwide on the topic of Reflective Practice. His most recent books include: Reflective Writing for Language Teachers (2013), Reflective Practice (2013) and Reflective Practice in ESL Teacher Development Groups: From Practices To Principles (2014). His webpage is www.reflectiveinquiry.ca.