Second Language Teacher Education: International Perspectives

Second Language Teacher Education: International Perspectives

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Second Language Teacher Education: International Perspectives by Diane J. Tedick

The education of second language teachers takes place across diverse contexts, levels, settings, and geographic regions. By bringing together research, theory, and best practices from a variety of contexts (ESL/EFL, foreign language, bilingual and immersion education), this book contributes to building meaningful professional dialogue among second-language teacher educators. Featuring an international roster of authors, the volume is comprised of 18 chapters organized in four thematic sections: the knowledge base of second language teacher education; second language teacher education contexts; collaborations in second language teacher education; and second language teacher education in practice.

Second Language Teacher Education: International Perspectives is an essential professional resource for practicing and prospective second language teacher educators around the world.

Product Details

ISBN-13: 9780805848809
Publisher: Taylor & Francis
Publication date: 08/24/2004
Edition description: New Edition
Pages: 376
Product dimensions: 6.00(w) x 9.00(h) x 0.77(d)

Table of Contents

Contents: S.J. Hudelson, Foreword. Preface. Part I: The Knowledge Base of Second Language Teacher Education. D.J. Tedick, Introduction. E. Tarone, D. Allwright, Second Language Teacher Learning and Student Second Language Learning: Shaping the Knowledge Base. D. Freeman, K.E. Johnson, Response to Tarone and Allwright. A. Scarino, Introspection and Retrospection as Windows on Teacher Knowledge, Values, and Ethical Dispositions. B. Johnston, F. Pawan, R. Mahan-Taylor, The Professional Development of Working ESL/EFL Teachers: A Pilot Study. D. Freeman, K.E. Johnson, Toward Linking Teacher Knowledge and Student Learning. Part II: Contexts of Second Language Teacher Education. D.J. Tedick, Introduction. E. Shohamy, The Power of Tests Over Teachers: The Power of Teachers Over Tests. S. Hiramatsu, Contexts and Policy Reform: A Case Study of EFL Teaching in High School in Japan. H. Byrnes, Toward a Comprehensive Conceptualization of Teaching Assistant Education: Contents, Commitments, Structures. L. Poynor, A Conscious and Deliberate Intervention: The Influence of Language Teacher Education. Part III: Collaborations in Second Language Teacher Education. D.J. Tedick, Introduction. J. Edge, Build It and They Will Come: Realising Values in ESOL Teacher Education. L.C.Smith, The Impact of Action Research on Teacher Collaboration and Professional Growth. S. Cormany, C. Maynor, J. Kalnin, Developing Self, Developing Curriculum, and Developing Theory: Researchers in Residence at Patrick Henry Professional Practice School. N.E. Dubetz, Improving ESL Instruction in a Bilingual Program Through Collaborative, Inquiry-Based Professional Development. Part IV: Second Language Teacher Education in Practice. D.J. Tedick, Introduction. M.A. Snow, Key Themes in TESOL MA Teacher Education. N. Cloud, The Dialogic Process of Capturing and Building Teacher Practical Knowledge in Dual Language Programs. T. Erben, Teacher Education Through Immersion and Immersion Teacher Education: An Australian Case. M. Bigelow, D.J. Tedick, Combining Foreign and Second Language Teacher Education: Rewards and Challenges. C.L. Walker, S. Ranney, T.W. Fortune, Preparing Preservice Teachers for English Language Learners: A Content-Based Approach.

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