Introduction
1. TESOL Teacher Education: Getting Oriented
Preamble
Introduction
TESOL Teacher Education: Whose Needs?
TESOL Teacher Education: Becoming 'Students of Teaching'
Three Core Assumptions
Conclusion
2. TESOL Teacher Education: A Novice-Service Approach
Preamble
Introduction
TESOL Teacher Education: Two Inconvenient Truths
Inconvenient Truth #1: Theory/Practice Gap
Theory/Practice Gap: What Is Said
Theory/Practice Gap: What Is Done
Engaging Learner TESOL Teachers
Inconvenient Truth #2: Early Career TESOL Teacher Abandonment
TESOL Teacher Education: A Novice Service Framework
Conclusion
3. TESOL Teacher Education: Reflection-As-Action
Preamble
Introduction
TESOL Teacher Education: Moving Towards Reflection-As-Action
Framework For Reflecting On Practice
Reflecting On Philosophy
Reflecting On Principles
Reflecting on Theory
Reflecting On Practice
Reflecting Beyond Practice
Conclusion
4. TESOL Teacher Education: Collaborative Learning
Preamble
Introduction
Collaborative Learning
Mentoring
Critical Friends Groups
Team Teaching
Peer Coaching
Reflection Tools
Writing
Dialogue
Action Research
Technology
Conclusion
5. TESOL Teacher Education: Teaching Practice
Preamble
Introduction
Learning To Teach
Microteaching
Field Placements
TESOL Teacher Educator/Supervisor
Cooperating Teacher
Learner TESOL Teacher
Feedback During Field Placement
Conclusion
6. TESOL Teacher Education: Teaching Evaluation
Preamble
Introduction
Teaching Evaluation: Current Challenges
Outdated, Limited, Evaluative Criteria
Few Shared Values and Assumptions About 'Good Teaching'
Lack of Precision Evaluating Performance
Hierarchical, One-Way Communication
No Differentiation Between Novice and Experienced Practitioners
Limited Administrator Expertize
'We Teach Plastic Lessons To Please Them': The Problem With 'Canned'
Lessons.
Teaching Evaluation: Shifting The Burden
Teaching Portfolios
Conclusion
7. TESOL Teacher Education: The Early Career Years
Preamble
Introduction
Early Career Years: Expectation Versus Reality
Early Career Years: Support
Early Career Years: Identity Development
Early Career Years: Teacher As Researcher
Conclusion
8. Conclusions
Preamble
Introduction
Imposter syndrome
TESOL Teacher Education: A Reflective Approach
What Next?
Conclusion
Appendix: TESOL Teacher Research; References
