Abstract
AbstractThere is a growing body of literature about the qualities of professional teacher educators (TEs) and their impact on preparing professional teachers. However, English Language Teaching (ELT) research has fallen behind in this regard, despite the fact that different programs worldwide suffer from different limitations, due to certain aspects related to TEs’ qualities. This qualitative study investigates the qualities of the professional ELT TE and what implications such qualities have for achieving accountable and quality Second Language Teacher Education (SLTE). A form comprising a set of closed and open ended questions was distributed to 63 participants representing 23 countries. Findings and discussion have revealed that the professional ELT TEs are empowering educators and holders of strong disciplinary knowledge who pursue achieving social justice ELT education. The findings can be considered a milestone and have important implications for preparing professional English language teachers and ...
Highlights
There is a growing body of literature about the qualities of professional teacher educators (TEs) and their impact on preparing professional teachers
Other professional TEs effectively implemented a different aspect of social justice English Language Teaching (ELT) education, modeled implicit teaching differently, and addressed a different dimension of qualities and cultural diversity in relation to who is engaged in learning, what they are learning, and how they are learning
This study inquires into perceptions about the qualities of the professional ELT TE and what implications such qualities have for preparing professional English language teachers and achieving quality and accountability in Second Language Teacher Education (SLTE)
Summary
There is a growing body of literature about the qualities of professional teacher educators (TEs) and their impact on preparing professional teachers. English Language Teaching (ELT) research has fallen behind in this regard, despite the fact that different programs worldwide suffer from different limitations, due to certain aspects related to TEs’ qualities This qualitative study investigates the qualities of the professional ELT TE and what implications such qualities have for achieving accountable and quality Second Language Teacher Education (SLTE). It was found that TEs are required to have strong knowledge about the English language, teaching methods, and approaches and ways of developing professionally These qualities can reflect positively on prospective teachers’ beliefs, knowledge, and practices as social justice ELT education practitioners, who can influence change in the culturally, economically, and politically oriented globalization era. Along with this evolution came a shift in paradigms and beliefs gathering momentum about the multiple theories, approaches, methods, and methodologies that govern an expanding field like ELT (Al-Issa, 2016)
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