This book focuses on English teacher educators’ experiences concerning professionalization and teacher identity. The term professionalization, itself, can be problematized (Popkewitz, 1994), as it connotes adherence to realities to professional norms that are based within particular histories. Yet, teacher educators must confront how to mentor prospective teachers into the field and how changes to the field manifest changes to what it means to be a professional. In research about changes in English teacher education over the past twenty years, Pasternak, Caughlan, Hallman, Renzi and Rush (2017) presented five distinct foci of ELA programs that have evolved: 1) changes to field experiences within teacher education programs, 2) altered conceptions of teaching literature and literacy within the context of ELA, 3) increased adherence to standardization, 4) changing demographics of students in K-12 classrooms, and 5) increased expectations for use of technology within ELA. These foci impact how professionals in ELA are viewed both from inside and outside the profession and how they navigate these tensions in teacher education programs to define what it means to identify as an English teacher. Throughout the book, chapter authors articulate dilemmas that focus around professionalization and teacher identity, questioning what it means to be an English teacher today. While some chapters suggest methods for increased awareness of tensions within practice, other chapters approach professionalization and teacher identity by asking what the limits of methods classes and teacher education might be in preparing ELA teachers and supporting them to remain in the profession. Today’s political environment devalues teachers and teaching, a situation that has critics deriding the educational standards at institutes of higher education while concurrently lauding alternative programs that do not have to adhere to the same rigorous teacher certification requirements. English teacher educators are now being asked to design programs, soften requirements, and recruit and mentor teacher candidates to a profession that, in the past, certified more new English teachers than it could employ. The chapters in this book explore what it means to educate and be an English teacher educator under these conditions.

This volume addresses challenges that the field of English language teacher education has faced in the past several years. The global pandemic has caused extreme stress and has also served as a catalyst for new ways of teaching, learning, and leading. Educators have relied on their creativity and resiliency to identify new and innovative teaching practices and insights that inform the profession going forward. Contributors describe how teacher educators have responded to the specific needs and difficulties of educating teachers and teaching second language learners in challenging circumstances around the world and how these innovations can transform education going forward into the future. Paving the way for a revitalized profession, this book is essential reading for the current and future generations of TESOL scholars, graduate students, and professors.

The international attempt to expand schooling despite dealing with an insufficient number of trained teachers has placed significant pressure on teacher education. Continued effort to change all aspects of teacher education, including ways of learning, methods of practice, institution interaction and assessment of teaching ability, in order to fulfil the desire to offer inclusive and equitable teaching for all, is a serious consideration. In response to this increased attention on cross-national campaigns, Leading Change in Teacher Education features discussions covering what has been done, how and why the change has happened, the journey itself and the challenges encountered along the way, alongside contributions from international academics who share their reflections and suggestions for a way forward, despite a global shortage of teachers. Strategies surrounding the design and delivery of education now centre on improving how teachers are prepared, supported and evaluated. Leading Change in Teacher Education captures the stories of international change leaders by: Providing details of both the successes and challenges faced Presenting innovative practices in teacher education from around the world Describing the strategies put in place to ensure that teacher education is developing The topics discussed are relevant for educators, policymakers and international organizations involved in the design and implementation of programmes in teacher education. Leading Change in Teacher Education is also an invaluable resource for those looking to increase the changes occurring within teacher education.

This edited volume presents an inter- and multidisciplinary approach towards language teacher education, confronting the issues that have continued to pervade the field for the last two decades. Featuring contributions from researchers and teacher educators located within a truly international spread of countries – Mexico, Palestine, Tunisia, Cyprus, and Kuwait to name a few – chapters adopt an ecologically glocalised approach to understand how English language teaching is theorised and practised in different educational contexts across the world. Research gathered from interviews, meta-analysis, and international case studies is showcased as chapters consider both pedagogical and online issues within, as well as critical approaches to, language teacher education. Professional development and evaluation programmes across different educational contexts are discussed in-depth along with guidance and insights for the future of the field. The book will be of interest to scholars, researchers, and postgraduate students working in the fields of English language teacher education, TESOL, applied linguistics, continuing professional development.

This volume offers a cross-national analysis of teacher education programs designed to prepare teachers for work in middle level schools. The book showcases 15 detailed case studies of courses at institutions across North America, Europe, Asia, and Africa—including from countries currently underrepresented in middle level literature—which provide detailed information on programming whilst foregrounding the political, social, and cultural factors which have influenced priorities within teacher education. Underpinning the book is a comparative case study framework, used to identify divergences and commonalities within and across nations whereby factors such as globalization, policy, and socio-cultural views of teaching and adolescence are explored as determinants of the nature, success, and challenges of middle level teacher preparation. This text will benefit scholars, academics, and students in the fields of middle level education, teacher education, and international and comparative education. Those involved with educational policy and politics, as well as teacher training and the sociology of education more broadly, will also benefit from this volume.

A lingua franca perspective into English language teaching in Brazil has only recently take flight. As an emerging economy, the country faces enormous challenges when it comes to language education in schools, where English has traditionally been taught as a foreign language. This collection brings the perspectives of academics and language practitioners in their efforts to incorporate an ELF approach into teacher education, thus offering a voice sorely missed in the international community interested in developing new approaches to English in a global world.

This open access book provides anthropological insights into the arduous yet rewarding journeys involved in selected TESOL teachers’ pedagogical transition to teaching English for Academic Purposes (EAP) at universities in Shanghai, the largest metropolitan area in China. Applying a unique combination of ethnography and phenomenology, the book offers innovative new perspectives on teacher education research. Drawing on the latest language education theory, it outlines a practitioner-friendly approach to EAP literacy. Teacher readers will especially benefit from the case studies presented here, which provide role models for teacher change in educational reform, as well as advice on their academic careers. In addition to addressing a timely and important research gap on EAP teachers in non-Western countries, the book is the ideal choice for readers interested in an update on English education in China.

Integrating Technology in English Language Arts Teacher Education investigates the technology practices teacher candidates in the US are being introduced to, how they are using these practices in classrooms, and how technology can be effectively integrated into English teacher education programs. By drawing upon findings from extensive longitudinal studies into teacher education programs in the US, this timely volume addresses critical themes relating to the integration of technology in education, including: • Teaching with technology • Technology for collaboration • Technology for individualized learning and assessment By analyzing the experiences of teacher educators and candidates, and offering detailed analysis of the content, practices, and skills being taught to pre-service English teachers, Pasternak examines the entities that drive or inhibit the adoption of technology into the secondary English language arts (ELA) curriculum. This volume will resonate with an international audience of post-graduate scholars and researchers interested in the fields of teacher education, English language arts, and the relationship between technology and classroom practice.

Invested Stayers: How Teachers Thrive in Challenging Times features chapters co-authored by PK-12 teachers and postsecondary teacher educators from across the U.S. that reflect how they persist, remain, and thrive in the teaching profession. Premised on the idea that co-authors are colleagues and mentors to each other, this book conceptualizes contributors as invested stayers in the education profession. Chapters feature how particular catalysts, or landmark changes in education, have been productive sites for growth, agency, and even resistance across the arc of contributors’ professional lives. The book recognizes that teacher educators and teachers persist because of multiple and overlapping factors between our professional and personal lives, including the relationships we develop with each other as colleagues and mentors in our professional learning. In the public sphere, PK-12 educators increasingly face challenges that limit their ability to initiate their own professional learning. In this book, we considered what might occur if educators had space and time to write together and reflect on how they’ve persisted. These authors narrate themselves as invested stayers who invite personal and professional growth through inquiry, creativity, and innovation.

"We have not sought in this book, to define ‘best practice’ for you, but have rather, challenged you to think about ways in which to teach intelligently, insightfully and respectfully." - How does a teacher deal with a student’s challenging behaviour in the classroom? - Is it fair to adopt information and communication technologies that favour students who have access to sophisticated devices such as tablets in their own home? - How, during the professional experience, is an education student to act when his or her beliefs about learning are not congruent with those of the supervising teacher? - Should students be grouped in terms of their ability? These and many more issues arise daily in our early childhood, primary and secondary learning environments. Teaching, 6e takes a holistic approach to classroom teaching and learning. It considers the complexities and opportunities embedded in meeting learners’ needs in diverse and ever-changing contexts. It encourages pre-service teachers to become active learners of teaching, how to think like teachers and to consider the fundamental aspects of teaching. It directs pre-service teachers to useful teaching resources, in text, in references and online. Case studies and reflection opportunities encourage pre-service teachers to consider their own strengths and issues, the diversity of learning styles in their students, their school and wider community as well as government and ethical requirements. It raises student awareness of what it really means to teach and how they can do it. Students will continue to refer to this well-researched and easy-to-use text throughout their qualification, in their professional placement and into their teaching career.