- xv, 228 pages : illustrations ; 24 cm.
- Additional Authors
- Banegas, Darío Luis,
- " Trainees' voices, beliefs and experiences as learners, shaped by the tension and dialogue between internal and external theories of teaching and learning, inevitably penetrate the Initial English Language Teacher Education (IELTE) curriculum. Scrutinising these beliefs and experiences, Initial English Language Teacher Education provides readers with vivid and informed accounts of IELTE from around the world. Approaching IELTE from a sociocultural perspective, the authors analyse future teachers' trajectories and educational histories in order to understand their experiences as learners, unpack internal beliefs, and problematise the relationships between such beliefs with theories and research in the field. Exploring accounts from a number of under-researched contexts, Initial English Language Teacher Education investigates and analyses perspectives from Argentina, Brazil, China, Colombia, Kenya, Romania, Singapore, South Africa, Spain and Uruguay. Through the eyes of future teachers, the chapters address issues such as: trainee motivation, tensions between theory and practice, role of feedback, teacher development and identity, critical pedagogies, online teacher education and intercultural awareness"--Contents: Introduction / Darío Luis Banegas -- Pre-Service and Novice Teachers' Perceptions on Second Language Teacher Education / Mariel Amez and Elsa Dobboletta -- Enhancing Student Engagement with Academic Learning in the EFL Pre-Service Teacher Education Courses / Chunmei Yan -- Empowering Beginning English LanguageTeachers in Literacy Pedagogical Practices / Donna Lim, Linda Mary Hanington and Willy A. Renandya -- Strengthening the Link between University Curricula and English Language Student-Teacher Preparedness / Alice Kiai and Angelina Nduku Kioko -- Supporting Post-Observation Feedback in the EFL Teaching Practicum / Georgina Ma -- Technology-Mediated Initial Teacher Education / Gabriel Díaz Maggioli -- Exploring Student-Teachers' Professional Identity Development through Discourse in an Online Language Teacher Education Programme / Graciela Inés Manzur and Cecilia Zemborain -- Self-Regulation and Language Teacher Training in Colombia / Liliana Cuesta Medina, Carl Edlund Anderson and Jermaine S. McDougald -- English Language Teaching and Reflection in Higher Education / Agustín Reyes Torres -- Critical Awareness in Language Teacher Development / Claudia Saraceni -- Emancipating EFL Student-Teachers through Audiovisual Identity Texts / Luis S. Villacañas de Castro -- Globalization, Superdiversity, Language Learning and Teacher Education in Brazil / Fernanda Coelho Liberali -- Conclusion / Darío Luis Banegas.Includes bibliographical references and index.Summary: "A collection of international perspectives on pre-service English language teacher education"--