Abstract
The text highlights pockets of teacher “beliefs, theories, knowledge, and practices” (p. xiii), using information from the author’s knowledge in developing a TESL teacher education program and the various projects the author, the students in the program, and the author’s colleagues completed. Such practical insight offers a possibility for a model of SLTE. The value of such a presentation serves as an example of the complexity of (second language) teacher development while further providing evidence of at least one person’s ideas on the issues of SLTE and revealing the particular (selective) literature that is used to support such a stance. From this perspective, the text is useful. The profession should look forward to other (second language) teacher educators being able similarly to share their experiences, views, and understandings.
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