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Informationen zum Autor JoAnn (Jodi) Crandall is Professor Emerita of Education at the University of Maryland, Baltimore County, USA. She is a past president of TESOL International, WATESOL, and AAAL, and a founding and current member of the TIRF Board of Trustees. MaryAnn Christison is Professor, Department of Linguistics/Urban Institute for Teacher Education at the University of Utah, USA . She is a member of the TIRF Board of Trustees and a past president of TESOL International Association. Klappentext At the forefront of research on English language teacher education and professional development, this volume presents new empirical research situated in different contexts around the world, including Canada, Denmark, Israel, Japan, Korea, Qatar, Sudan, and the U.S. It is framed by the volume editors' insightful overview and analyses of previous and ongoing work in a variety of related domains and an epilogue by David Nunan. The chapter studies are organized around three themes: teacher identity in ESL/EFL teacher education and professional development programs, second language teacher education programs for diverse contexts, and professional development for diverse contexts. All chapters focus on the applied nature of the research and include a section on implications. To provide balance and a range of views, the volume includes both chapters reporting on empirical research funded by TIRF grant recipients and several from invited authors who are senior scholars in the field. This is the third volume in the Global Research on Teaching and Learning English Series, co-published by Routledge and TIRF. Zusammenfassung At the forefront of research on English language teacher education and professional development, this volume presents new empirical research, framed by the volume editors’ insightful overview and analyses of previous and ongoing work in a variety of related domains and an epilogue by David Nunan. Inhaltsverzeichnis CONTENTS Foreword – Kathleen M. Bailey Preface JoAnn (Jodi) Crandall and MaryAnn Christison Part I. An Introduction to Teacher Education and Professional Development in TESOL Chapter 1 An Overview of Research in English Language Teacher Education and Professional Development – JoAnn (Jodi) Crandall and MaryAnn Christison Part II: Teacher Identity in Second Language Teacher Education and Professional Development Programs Chapter 2 Teacher Education and the Development of Teacher Identity Aymen Elsheikh Chapter 3 ESOL Teacher Candidates’ Emotions and Identity Development Bedrettin Yazan Megan Madigan Peercy Chapter 4 Academic English Learners’ Attitudes Towards Native and Non-Native English-speaking Teachers Lucie Moussu Part III: Second Language Teacher Education for Diverse Contexts Chapter 5 Diversity within TESOL Teacher Education Programs Ali Fuad Selvi Megan Madigan Peercy Chapter 6 Key Considerations in Language Teacher Education Programs Designed to Prepare Multilingual Teachers for Multilingual Classrooms Farahnaz Faez Chapter 7 Multiple Perspectives on Language Proficiency Development of Non-native English-speaking Teacher Candidates in Canada and Israel Ofra Inbar-Lourie Antoinette Gagné Chapter 8 Teacher Language Awareness Among Pre-service K-12 Educators of English Language Learners Kristen Lindahl PART IV. Professional Development Programs for Diverse Contexts Chapter 9 Building a Sustainable International Professional Community Through Online TESOL Professional Development Joan Kang Shin Chapter 10 Crossing Contexts for Teacher Learning: Adult ESL Teachers in Kindergarten Patsy Vinogradov Chapter ...
