Book Review: International perspectives on English teacher development: From initial teacher education to highly accomplished professional

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Gamze Öztürk
https://orcid.org/0009-0000-3277-3305

Abstract

A substantial number of native English speakers are employed as English teachers at countless schools and language institutes around the world. This significant presence inevitably influences numerous students and stakeholders across the globe. It is important to show these educators clear paths to create a supportive community, boost their teaching spirit, and remind them they are not alone, while also equipping them with the best resources and insights available, considering their significant influence and the crucial role they play. This leads us to explore resources like the one detailed in this book review.

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How to Cite
Öztürk, G. (2024). Book Review: International perspectives on English teacher development: From initial teacher education to highly accomplished professional. Focus on ELT Journal, 6(4), 71–73. https://doi.org/10.14744/6.4.5
Section
Book Reviews

References

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Cochran-Smith, M. (2004). Studying teacher education: The report of the AERA panel on research and teacher education. American Educational Research Association. https://doi.org/10.4324/9780203864043

Freire, P. (1970). Pedagogy of the oppressed. Continuum.

Johnson, K. E. (2009). Teacher identity and the negotiation of power. In T. G. Barnhardt, M. J. Celce-Murcia, & C. E. Snow (Eds.), Handbook of research on second language teaching and learning (pp. 87-102). Routledge.

National Writing Project. (n.d.). Home. National Writing Project. https://www.nwp.org/