Titlebook: Tools, Techniques and Strategies for Reflective Second & Foreign Language Teacher Education; Insights from Contex Paul Voerkel,Mergenfel A.

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Tools, Techniques and Strategies for Reflective Second & Foreign Language Teacher Education978-3-662-68741-3

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Tools of Action Research in Undergraduate Teacher Education: Experiences from Brazil,s and is specifically aimed at practicing reflection techniques. The results suggest that it does not necessarily need a complete training cycle, but that appropriate impulses and suggestions, even for a limited period of time, already can have a long-term impact on the perception of teaching and the reflection skills of the participants involved.

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ELF-Aware Teacher Development: The Case of the ENRICH Continuous Professional Development Course,hallenge and emotional support. In this paper, emphasis is placed on the challenges and opportunities encountered throughout the course development and implementation, as well as on the implications for teacher development.

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,Affection as a Professional Knowledge in German as a Foreign Language Teachers’ Initial Education in Rio de Janeiro,io-affective and practical knowledge, and discuss the importance of ‘affectivity in teachers’ practice. In the last section of this chapter, we revisit a survey conducted with future GFL teachers in 2019 in which students report affection as one of the key elements of learning and teaching a FL.

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Teachers as Researchers: Voices from Experts,cation of primary pre-service teachers in the subject of English in the German university context. Based on these context-specific results, implications for teacher education are discussed, showcasing what characterizes “good” EFL teachers and how academic settings could be structured to allow for the development of well-qualified teachers.

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Reflective Writing and Self-assessment of Language Teaching Performance,de qualitative analyses and identify distinct discourse moves and steps used in reflecting, from descriptive to analytical and from problem-based to improvement-oriented, which can be used to better prepare teacher candidates to write more deeply reflective self-assessments of their own teaching performance.

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