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. Following a foreword and preface by S. J. Hudelson, this book is divided into four parts. Part I, The Knowledge Base of Second Language Teacher Education, presents the initial six chapters: (1) Introduction (D. J. Tedick); (2) Second Language Teacher Learning and Student Second Language Learning: Shaping the Knowledge Base (E. Tarone and D. Allwright); (3) Response to Tarone and Allwright (D. Freeman and K. E. Johnson); (4) Introspection and Retrospection as Windows on Teacher Knowledge, Values, and Ethical Dispositions (A. Scarino); (5) The Professional Development of Working ESL/EFL Teachers: A Pilot Study (B. Johnston, F. Pawan, and Mahan-Taylor); and (6) Toward Linking Teacher Knowledge and Student Learning (D. Freeman and K. E. Johnson). Part II, Contexts of Second Language Teacher Education, presents the next series of chapters: (7) Introduction (D. J. Tedick); (8) The Power of Tests Over Teachers: The Power of Teachers Over Tests (E. Shohamy); (9) Contexts and Policy Reform: A Case Study of EFL Teaching in High School in Japan (S. Hiramatsu); (10) Toward a Comprehensive Conceptualization of Teaching Assistant Education: Contents, Commitments, Structures (H. Byrnes); and (11) A Conscious and Deliberate Intervention: The Influence of Language Teacher Education (L. Poynor). Part III, Collaborations in Second Language Teacher Education, continues with: (12) Introduction (D. J. Tedick); (13) Build It and They Will Come: Realising Values in ESOL Teacher Education (J. Edge); (14) The Impact of Action Research on Teacher Collaboration and Professional Growth (L. C.Smith); (15) Developing Self, Developing Curriculum, and Developing Theory: Researchers in Residence at Patrick Henry Professional Practice School (S. Cormany, C. Maynor, and J. Kalnin); and (16) Improving ESL Instruction in a Bilingual Program through Collaborative, Inquiry-Based Professional Development (N. E. Dubetz). Part IV, Second Language Teacher Education in Practice, concludes the book with: (17) Introduction (D. J. Tedick); (18) Key Themes in TESOL MA Teacher Education (M. A. Snow); (19) The Dialogic Process of Capturing and Building Teacher Practical Knowledge in Dual Language Programs (N. Cloud); (20) Teacher Education through Immersion and Immersion Teacher Education: An Australian Case (T. Erben); (21) Combining Foreign and Second Language Teacher Education: Rewards and Challenges (M. Bigelow and D. J. Tedick); and (22) Preparing Preservice Teachers for English Language Learners: A Content-Based Approach (C. L. Walker, S. Ranney, and T. W. Fortune).