Salah Troudi is Professor in TESOL and Language Education at the University of Exeter, UK.Omid Mazandarani is Assistant Professor in TESOL and Language Education at Islamic Azad University, Iran.

• Chapter 1 Current Issues in Language Teacher Education: An IntroductionPart I Issues of Professional DevelopmentChapter 2 The Need to Warrant Attention to Chilean English Language Teacher Educators’ Professional Development and LearningChapter 3 Between Theory and Practice: The Challenges and the Professional Development Needs of In-service English Language Teachers in PalestineChapter 4 Towards a Reflective Practice in Adult English Teaching as a Foreign Language in MexicoChapter 5 Language Teacher Innovation in Times of Change: A Roadmap for the Future in UAE Higher EducationPart II Critical Approaches to Language Teacher EducationChapter 6 Advancing Gender Equity in University Level Foreign Language Learning in the US: The Role of the InstructorChapter 7 The Other Language Policy in Limbo and Being the Other Language Teacher in the Post-Conflict School Environment in Divided CyprusChapter 8 Raising In-service Teachers’ Ethical Awareness Through Action Research Interventions at Kuwait Public Primary SchoolsChapter 9 A Reflexive Practice Model for Continuous Critical Professional Development in LebanonPart III Pedagogical Issues in Language Teacher EducationChapter 10 Exploring EFL Tunisian Teachers’ Beliefs about Written Corrective Feedback (WCF) to Inform Teachers’ Education ProgramsChapter 11 Critical Pedagogy in Saudi EFL Writing Classrooms: From Dreariness to IndependenceChapter 12 Differences in Emotional Vocabulary Due to the Level of Proficiency and the Age of Acquisition of the Foreign Language in Spanish StudentsChapter 13 Critical Thinking in Academic Writing: Perspectives of Pakistani University Teachers and StudentsPart IV Online issues in Language Teacher EducationChapter 14 The Significance of Online Training Courses on the Professional Development of Teachers: A Critical Study in the UAEChapter 15 English Language Teacher Identity in Online Teaching in Saudi ArabiaChapter 16 Supporting EFL Teachers’ Transition to Synchronous Online Teaching: The Roles of Data LiteracyChapter 17 An Abrupt Paradigm Shift in Higher Education in Tunisia due to COVID 19Chapter 18 COVID-19 and Language Teacher Education in Oman: Practices, Challenges, and OpportunitiesEpilogueChapter 19 Language Teacher Education: A Way Forward

Salah Troudi is Professor in TESOL and Language Education at the University of Exeter, UK.Omid Mazandarani is Assistant Professor in TESOL and Language Education at Islamic Azad University, Iran.

• Chapter 1 Current Issues in Language Teacher Education: An IntroductionPart I Issues of Professional DevelopmentChapter 2 The Need to Warrant Attention to Chilean English Language Teacher Educators’ Professional Development and LearningChapter 3 Between Theory and Practice: The Challenges and the Professional Development Needs of In-service English Language Teachers in PalestineChapter 4 Towards a Reflective Practice in Adult English Teaching as a Foreign Language in MexicoChapter 5 Language Teacher Innovation in Times of Change: A Roadmap for the Future in UAE Higher EducationPart II Critical Approaches to Language Teacher EducationChapter 6 Advancing Gender Equity in University Level Foreign Language Learning in the US: The Role of the InstructorChapter 7 The Other Language Policy in Limbo and Being the Other Language Teacher in the Post-Conflict School Environment in Divided CyprusChapter 8 Raising In-service Teachers’ Ethical Awareness Through Action Research Interventions at Kuwait Public Primary SchoolsChapter 9 A Reflexive Practice Model for Continuous Critical Professional Development in LebanonPart III Pedagogical Issues in Language Teacher EducationChapter 10 Exploring EFL Tunisian Teachers’ Beliefs about Written Corrective Feedback (WCF) to Inform Teachers’ Education ProgramsChapter 11 Critical Pedagogy in Saudi EFL Writing Classrooms: From Dreariness to IndependenceChapter 12 Differences in Emotional Vocabulary Due to the Level of Proficiency and the Age of Acquisition of the Foreign Language in Spanish StudentsChapter 13 Critical Thinking in Academic Writing: Perspectives of Pakistani University Teachers and StudentsPart IV Online issues in Language Teacher EducationChapter 14 The Significance of Online Training Courses on the Professional Development of Teachers: A Critical Study in the UAEChapter 15 English Language Teacher Identity in Online Teaching in Saudi ArabiaChapter 16 Supporting EFL Teachers’ Transition to Synchronous Online Teaching: The Roles of Data LiteracyChapter 17 An Abrupt Paradigm Shift in Higher Education in Tunisia due to COVID 19Chapter 18 COVID-19 and Language Teacher Education in Oman: Practices, Challenges, and OpportunitiesEpilogueChapter 19 Language Teacher Education: A Way Forward

Salah Troudi is Professor in TESOL and Language Education at the University of Exeter, UK.Omid Mazandarani is Assistant Professor in TESOL and Language Education at Islamic Azad University, Iran.

• Chapter 1 Current Issues in Language Teacher Education: An IntroductionPart I Issues of Professional DevelopmentChapter 2 The Need to Warrant Attention to Chilean English Language Teacher Educators’ Professional Development and LearningChapter 3 Between Theory and Practice: The Challenges and the Professional Development Needs of In-service English Language Teachers in PalestineChapter 4 Towards a Reflective Practice in Adult English Teaching as a Foreign Language in MexicoChapter 5 Language Teacher Innovation in Times of Change: A Roadmap for the Future in UAE Higher EducationPart II Critical Approaches to Language Teacher EducationChapter 6 Advancing Gender Equity in University Level Foreign Language Learning in the US: The Role of the InstructorChapter 7 The Other Language Policy in Limbo and Being the Other Language Teacher in the Post-Conflict School Environment in Divided CyprusChapter 8 Raising In-service Teachers’ Ethical Awareness Through Action Research Interventions at Kuwait Public Primary SchoolsChapter 9 A Reflexive Practice Model for Continuous Critical Professional Development in LebanonPart III Pedagogical Issues in Language Teacher EducationChapter 10 Exploring EFL Tunisian Teachers’ Beliefs about Written Corrective Feedback (WCF) to Inform Teachers’ Education ProgramsChapter 11 Critical Pedagogy in Saudi EFL Writing Classrooms: From Dreariness to IndependenceChapter 12 Differences in Emotional Vocabulary Due to the Level of Proficiency and the Age of Acquisition of the Foreign Language in Spanish StudentsChapter 13 Critical Thinking in Academic Writing: Perspectives of Pakistani University Teachers and StudentsPart IV Online issues in Language Teacher EducationChapter 14 The Significance of Online Training Courses on the Professional Development of Teachers: A Critical Study in the UAEChapter 15 English Language Teacher Identity in Online Teaching in Saudi ArabiaChapter 16 Supporting EFL Teachers’ Transition to Synchronous Online Teaching: The Roles of Data LiteracyChapter 17 An Abrupt Paradigm Shift in Higher Education in Tunisia due to COVID 19Chapter 18 COVID-19 and Language Teacher Education in Oman: Practices, Challenges, and OpportunitiesEpilogueChapter 19 Language Teacher Education: A Way Forward