ERIC Number: ED493807
Record Type: Non-Journal
Publication Date: 2005
Reference Count: 0
Second Language Teacher Education. International Perspectives
Tedick, Diane J., Ed.
Lawrence Erlbaum Associates (Bks)
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).
Descriptors: Geographic Regions, Teacher Educators, Teacher Education, Second Languages, Language Teachers
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Publication Type: Books; Collected Works - General
Education Level: N/A
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