As the TESOL profession continues to expand its knowledge-base, what we are still striving to achieve is agreement on a common core expertise of linguistic and pedagogical content domains
that language teachers need in order to succeed in their first years and beyond. However, the central issue of what constitutes appropriate disciplinary knowledge and pedagogical content
knowledge remains an unresolved issue, requiring teachers and teacher educators to be innovative in both content and delivery.
The chapters in this volume outline and discuss examples of teacher educators in diverse global contexts who have provided successful self-initiated innovations for their teacher learners.
The collection suggests that a way forward for second language teacher preparation programs is through ’reflective practice as innovation’.
