This book brings together research by experts in the field of language teacher education from a variety of contexts, with a particular focus on EFL. It addresses the dynamic relationship between theory and practice in language teacher education by considering teacher learning as a basis for the development of professionalism.

Julia Hüttner is a Lecturer at the University of Southampton, where she teaches applied linguistics and teacher education courses. Her current research project investigates oral language use and proficiency.Mehlmauer-Larcher Barbara :

Barbara Mehlmauer-Larcher currently coordinates the ELT methodology programme at the Centre for English Language Teaching (Department of English) of the University of Vienna. Her research interests focus on ESP methodology and pre-service language teacher education.Reichl Susanne :

Susanne Reichl is associate professor at the Centre for English Language Teaching (Department of English) of the University of Vienna. Her research interests include the teaching of literature and culture in secondary and higher education, and literature for children and young adults.Schiftner Barbara :

Barbara Schiftner currently works as a research assistant for the Centre for English Language Teaching (Department of English) of the University of Vienna. Her recent research activities are concerned with coherence and cohesion in learner writing.

Julia Hüttner is a Lecturer at the University of Southampton, where she teaches applied linguistics and teacher education courses. Her current research project investigates oral language use and proficiency.

Barbara Mehlmauer-Larcher currently coordinates the ELT methodology programme at the Centre for English Language Teaching (Department of English) of the University of Vienna. Her research interests focus on ESP methodology and pre-service language teacher education.

Susanne Reichl is associate professor at the Centre for English Language Teaching (Department of English) of the University of Vienna. Her research interests include the teaching of literature and culture in secondary and higher education, and literature for children and young adults.

Barbara Schiftner currently works as a research assistant for the Centre for English Language Teaching (Department of English) of the University of Vienna. Her recent research activities are concerned with coherence and cohesion in learner writing.

The book is an invaluable contribution to language teaching research and practice, as it discusses current conceptualizations, understandings, and perspectives to the long-standing debate on the gap between theory and practice, and attempts to bridge this gap in a constructive way for student teachers so that they see that we need both in teacher education programs.

This valuable collection of papers is concerned with both the theory and practice of English language education, exploring in detail how the two can and should relate. Part of its value lies in its recognition that teacher education approaches must be highly context-sensitive, and for this reason the book will make essential background reading to professionals world-wide. Highly stimulating.

This book is a timely and important addition to the language teacher education literature. Its focus on understanding and enhancing relationships between theory and practice in teacher learning is central to contemporary concerns in the field and the variety of perspectives it brings to the analysis of these relationships makes it very relevant to an international readership of language teacher educators.

This book's coverage of both academic and applied aspects of how teacher learning can be facilitated in a variety of settings is very topical, comprehensive, well-integrated and insightful. It is also structured imaginatively and is engaging in tone. Definitely a 'must' for would-be and practising teacher educators and others interested in the subject!