Initial English Language Teacher Education

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, 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.

Darío Luis Banegas is a teacher educator and curriculum developer at the Ministry of Education of Chubut, Argentina, and Associate Fellow at the University of Warwick, UK. He is the founding editor of the Argentinian Journal of Applied Linguistics and an editorial board member of English Language Teacher Education and Development (ELTED) journal.

List of Figures and Tables Notes on Contributors List of Abbreviations and Acronyms Introduction, Darío Luis Banegas (University of Warwick, UK) 1. Pre-service and Novice Teachers' Perceptions on Second Language Teacher Education, Mariel Amez and Elsa Dobboletta (Institute of Higher Education "Olga Cossettini", Argentina) 2. Enhancing Student Engagement with Academic Learning in EFL Pre-Service Teacher Education Courses, Chunmei Yan (Central China Normal University, China) 3. Empowering Beginning English Language Teachers in Literacy Pedagogical Practices, Donna Lim, Linda Mary Hanington and Willy A. Renandya (National Institute of Education, Nanyang Technological University, Singapore) 4. Strengthening the Link between University Curricula and English Language Student-Teacher Preparedness, Alice Kiai (Catholic University of Eastern Africa, Kenya) and Angelina Nduku Kioko (United States International University -Africa, Kenya) 5. Supporting Post-Observation Feedback in the EFL Teaching Practicum, Georgina Ma (University of the Witwatersrand, South Africa & UniServices, New Zealand) 6. TechnologyMediated Initial Teacher Education, Gabriel Díaz Maggioli (National Administration of Public Education, Uruguay) 7. Exploring Student-Teachers' Professional Identity Development through Discourse in an Online Language Teacher Education Programme, Graciela Inés Manzur and Cecilia Zemborain (Institute of Higher Education in Modern Languages "Juan Ramón Fernández", Argentina) 8. Self-Regulation and Language Teacher Training in Colombia, Liliana Cuesta Medina, Carl Edlund Anderson and Jermaine S. McDougald (University of La Sabana, Colombia) 9. English Language Teaching and Reflection in Higher Education, Agustín Reyes Torres (University of Valencia, Spain) 10. Critical Awareness in Language Teacher Development, Claudia Saraceni (University of Bedfordshire, UK) 11. Emancipating EFL Student-Teachers through Audiovisual Identity Texts, Luis S. Villacañas de Castro (University of Valencia, Spain) 12. Globalization, Superdiversity, Language Learning and Teacher Education in Brazil, Fernanda Coelho Liberali (Pontific Catholic University of São Paulo, Brazil) Conclusion, Darío Luis Banegas (University of Warwick, UK) Index