Description
Book SynopsisThis volume explores a number of key dimensions of EFL teacher education. The sixteen chapters discuss a wide variety of issues related to second language pedagogy and SLTE (Second Language Teacher Education). It will be of interest to teachers-in-training, teachers, teacher educators and to those educational researchers interested in how L2 teaching is actually learned in professional preparation programmes.
Table of ContentsJack C. Richards: Foreword Preface Section I: Theoretical perspectives and approaches to L2 teacher education Juana Mª Liceras: Incorporating second language acquisition research into teacher education Daniel Madrid Fernández: Integrating the European Portfolio in a competency-based teacher education approach Mª del Pilar Montijano Cabrera and Dawn Leggott: Action research in English as a foreign language teacher training in Spain: Trainees’ perception of their development of competencies for effective teaching and a comparison with language teacher competency development in the UK Marie-Christine Deyrich and Kari Stunnel: Language teacher education models: New issues and challenges Muriel Grosbois: Practicum experience in teacher education: Is experience the best teacher? Nicos C. Sifakis: Teaching pronunciation in the post-EFL area: Lessons from ELF and implications for teacher education Sophia Papaefthymiou-Lytra: The importance of developing multicultural awareness in EFL teacher education Section II: Teacher identity construction: Emotional and cognitive dimensions of teaching Paul A. Schutz and Mikyoung Lee: Teacher emotion, emotional labor and teacher identity María E. Torres-Guzmán and Patricia Martínez Álvarez: NNS imagining a future self as teachers in bilingual education Juan de Dios Martínez Agudo: Beliefs in learning to teach: EFL student teachers’ beliefs about corrective feedback Juan de Dios Martínez Agudo and Ian Robinson: Native or non-native? The nativeness factor from the student teachers’ perspective Section III: Lesson plans and classroom materials and resources Mª Sagrario Salaberri Ramiro, Nazmi Abdul-Salam Al-Masri and Mª del Mar Sánchez Pérez: Teaching and learning how to plan lessons for EFL classrooms: Implementation of classroom techniques and activities Mª del Pilar Montijano Cabrera: Textbook use training in EFL teacher education Gabriele Azzaro: Human drive and humanistic technologies in ELT training Section IV: Focus on CLIL and ESP teacher education Christina Brüning and Maja-Svea Purrmann: CLIL pedagogy in Europe: CLIL teacher education in Germany Eduarda Melo Cabrita, Isabel Ferro Mealha and Rita Queiroz de Barros: Challenges facing pre-service ESP teacher education: Legal and medical English Notes on contributors
