English Language Teacher Preparation in Asia

Rezensionen / Stimmen

'This volume is an important contribution to the literature on English teacher preparation. It is well-conceived, accessibly written, and timely. It provides insights into the theoretical and practical aspects of pre-service English teacher preparation for undergraduate and graduate students, policy designers, English language teachers, teacher educators and academics. I predict it will become an enlightening read within the Asian continent and beyond.'

- Yasemin Kirkgoez, Cukurova University, Turkey

'This 300-page volume appropriates ample space to each chapter which can read as a well-organized research article collected for the overarching theme of English teacher preparation in East/Southeast Asia. The amount of scholarly knowledge base about teacher training experienced by Asian English teachers pales by comparison to the surging body of literature on the status quo of English teaching and learning in the region. This timely edited book fills the void, bringing together more than ten teachers, teacher trainers, budding scholars and experienced TESOL professionals who have insightful research findings and discussion about local pre-service teachers' identity and teacher preparation programs. It serves as an ideal resource book for anyone who needs to keep abreast of all the changes, challenges and advances happening in the world's biggest and most dynamic teacher training community.'

- Yoko Kobayashi, Associate Professor, Iwate University, Japan

'I have gained thought-provoking insights from these coherent, comprehensive, and empirically validated chapters, each of which provides a springboard for analysing, discussing, and implementing changes in programme development, curriculum design, teaching practicum, and teacher assessment which are inextricably bound to globalisation [...] as both an experienced teacher educator and a language teacher, I wholeheartedly recommend it as an important reference for preservice teachers, novice teachers, teacher educators, and policymakers.'

- review by Ali Derakhshan, Golestan University, Iran (DOI: https://doi.org/10.1016/j.system.2019.06.003)