Breaking the age-old mantra that learning to teach is a process of ‘discovery learning’ or ‘learning by doing,’ this book focuses on how it is intentional, deliberate, and goal-directed by experts, highlighting the unique contributions that L2 teacher educators make to L2 teachers’ professional development. Grounded in a sociocultural theoretical stance, it shows how teacher learning and development are assisted by the dialogic interactions that emerge in teacher education practices, and empirically documents how these practices and the responsive mediation which unfolds from them are key to enabling teacher educators to understand, support, and enhance teacher professional development.
