We are pleased to announce that the third book in the TIRF-Routledge Global Research on Teaching and Learning English series has now been published. The volume, Teacher Education and Professional Development in TESOL: Global Perspectives, is edited by two TIRF Trustees, Jodi Crandall and MaryAnn Christison.
The following offers a description of the volume (adapted from Routledge’s website): At the forefront of research on English language teacher education and professional development, this volume presents new empirical research situated in different contexts around the world. The chapters are organized around three themes: teacher identity in ESL/EFL teacher education and professional development programs, second language teacher education programs for diverse contexts, and professional development for diverse contexts.
Asked to comment on the volume, Dr. Crandall said, “It was a great pleasure co-editing this volume with MaryAnn Christison and the wonderful authors of this collection, many of whom were TIRF DDG awardees. When you read their chapters, and those by other noted researchers who focus on TESOL teacher education and professional development, I think you’ll agree that ours is an exciting field! The scope of the entries, the many countries in which these scholars reside and/or in which they conducted their research, provide a sense of the growth and diversity of our field, with a special focus on issues of teacher identity, teacher education and professional development in their diverse contexts, and English as a medium of instruction in countries in which English is not the major or official language. MaryAnn and I dedicated this volume to Edward Anthony, a founding member of TIRF and a language teacher educator and scholar. We think he would be proud to be further recognized with this volume.”
Dr. Christison also commented on the volume. She noted, “TIRF’s Research Priorities have always reflected concerns about teacher education and professional development. However, these concerns have changed and evolved over time. In 2002, TIRF’s research priority related to teacher education reflected an interest in promoting research on native speaker and non-native speaker effectiveness; however, it soon became apparent from the research proposals that we received that the concerns in the field were much broader. In 2010, we adopted the current research priority on Language Teacher Education and there was an overwhelming response to the new priority among DDG applicants. It has been such a pleasure to co-edit this volume with my colleague, Jodi Crandall, and to see these young scholars move from applicant to DDG award winner and to published author. There is no doubt in my mind that readers will enjoy this volume and find it useful, both in terms of the historical perspectives on the development of the field that it offers, but also for the new research that has been made available.”
We are grateful to the editors, the authors, and our colleagues at Routledge for their excellent work in producing this volume on teacher education and professional development. All royalties from this volume will go to TIRF.
