English Language Teacher Education: A Sociocultural Perspective on Preservice Teachers’ Learning in the Professional Experiences

Abstract

English language teacher education examines a range of challenges concerning professional training, curriculum design development, and English language learning. The book explores preservice English teacher education, their professional experience, and the pursuit of becoming a better teacher. Also, this book provides comprehensive knowledge of English teaching in connection with personal and interrelated contextual issues such as the cultural linguistic background of teachers, beliefs, prior educational experiences, expectations, and previous teaching experiences. These issues are investigated contextually through university-school partnerships, policies, mentoring relations, and curricula. The author, Minh Hui Nguyen, critically analyzed the case studies of pre-service English Language teachers and professional learning experiences in the neoliberal world. In turn, the book addresses professional learning issues, including pedagogical learning, emotional practices, and professional identity development in detail. This book is comprised of nine chapters, and each chapter explores one issue of English language teaching (ELT) from a broader perspective. The keywords and key phrases that best describe this book are: second language teacher education, professional experiences, language teacher cognition, English language teacher education curriculum, school-based teaching, sociocultural theory, developing a knowledge base for English language teaching and activity theory. This volume investigates the socio-cultural experiences of ELT professionals as well as provides a conceptual contribution through a socialist analysis of the ELT learning experiences of