Thomas S.C. Farrell is Professor of Applied Linguistics at Brock University, Canada.

• Introduction1. TESOL Teacher Education: Getting OrientedPreamble Introduction TESOL Teacher Education: Whose Needs? TESOL Teacher Education: Becoming ‘Students of Teaching’ Three Core Assumptions Conclusion 2. TESOL Teacher Education: A Novice-Service ApproachPreamble 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-ActionPreamble 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 LearningPreamble Introduction Collaborative Learning Mentoring Critical Friends Groups Team Teaching Peer Coaching Reflection Tools Writing Dialogue Action Research Technology Conclusion 5. TESOL Teacher Education: Teaching PracticePreamble 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 TESOL Teacher Education: Teaching EvaluationPreamble Introduction Teaching Evaluation: Current Challenges Outdated, Limited, Evaluative Criteria Few Shared Values and Assumptions About ‘Good Teaching’ Lack of Precision Evaluating Performance Hierarchical, One-Way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 YearsPreamble Introduction Early Career Years: Expectation Versus Reality Early Career Years: Support Early Career Years: Identity Development Early Career Years: Teacher As Researcher Conclusion 8. ConclusionsPreamble Introduction Imposter syndrome TESOL Teacher Education: A Reflective Approach What Next? Conclusion Appendix: TESOL Teacher Research; References

Thomas S.C. Farrell is Professor of Applied Linguistics at Brock University, Canada.

• Introduction1. TESOL Teacher Education: Getting OrientedPreamble Introduction TESOL Teacher Education: Whose Needs? TESOL Teacher Education: Becoming ‘Students of Teaching’ Three Core Assumptions Conclusion 2. TESOL Teacher Education: A Novice-Service ApproachPreamble 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-ActionPreamble 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 LearningPreamble Introduction Collaborative Learning Mentoring Critical Friends Groups Team Teaching Peer Coaching Reflection Tools Writing Dialogue Action Research Technology Conclusion 5. TESOL Teacher Education: Teaching PracticePreamble 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 EvaluationPreamble 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 YearsPreamble Introduction Early Career Years: Expectation Versus Reality Early Career Years: Support Early Career Years: Identity Development Early Career Years: Teacher As Researcher Conclusion 8. ConclusionsPreamble Introduction Imposter syndrome TESOL Teacher Education: A Reflective Approach What Next? Conclusion Appendix: TESOL Teacher Research; References

Thomas S.C. Farrell is Professor of Applied Linguistics at Brock University, Canada.

• Introduction1. TESOL Teacher Education: Getting OrientedPreamble Introduction TESOL Teacher Education: Whose Needs? TESOL Teacher Education: Becoming ‘Students of Teaching’ Three Core Assumptions Conclusion 2. TESOL Teacher Education: A Novice-Service ApproachPreamble 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-ActionPreamble 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 LearningPreamble Introduction Collaborative Learning Mentoring Critical Friends Groups Team Teaching Peer Coaching Reflection Tools Writing Dialogue Action Research Technology Conclusion 5. TESOL Teacher Education: Teaching PracticePreamble 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 EvaluationPreamble 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 YearsPreamble Introduction Early Career Years: Expectation Versus Reality Early Career Years: Support Early Career Years: Identity Development Early Career Years: Teacher As Researcher Conclusion 8. ConclusionsPreamble Introduction Imposter syndrome TESOL Teacher Education: A Reflective Approach What Next? Conclusion Appendix: TESOL Teacher Research; References