Embracing a sociocultural perspective on human cognition and employing an array of methodological tools for data collection and analysis, this volume documents the complexities of second
language teachers' professional development in diverse L2 teacher education programs around the world, including Asia, South America, Europe, and North America, and traces that development both
over time and within the broader cultural, historical, and institutional settings and circumstances of teachers' work.
This systematic examination of teacher professional development illuminates in multiple ways the discursive practices that shape teachers' knowing, thinking, and doing and provides a window
into how alternative mediational means can create opportunities for teachers to move toward more theoretically and pedagogically sound instructional practices within the settings and
circumstances of their work.
The chapters represent both native and nonnative English speaking pre-service and in-service L2 teachers at all levels from K-12 through higher education, and examine significant challenges
that are present in L2 teacher education programs, namely top-down implementation of educational policies and mandated curricular reforms, the creation and impact of inquiry-based professional
development programs, the fostering of concept development in L2 teacher education programs, the enactment of culturally responsive pedagogy, the mentoring of novice teachers through their
initial teaching experiences, and the development of constructive teacher identities. The implications of the studies in this volume are relevant for language teachers, teacher educators,
program administrators, researchers, and educational policy makers.
Karen E. Johnson is Kirby Professor in Language Learning and Applied Linguistics, The Pennsylvania State University.
Paula R. Golombek is Clinical Associate Professor, Linguistics, University of Florida.
