This volume addresses the complex issues surrounding language teacher
education, especially in EFL, and the development of professionalism in this
field. By applying such concepts as Shulman's "pedagogical content
knowledge", the development of teachers' knowledge base is investigated in a
variety of settings, thus underpinning the contextual nature of teacher learning.
The vital role of critical reflection at all stages of teacher development is shown
to be an integral part of language teachers' knowledge constructions in areas
such as pedagogical grammar, assessment and testing. The contributions shed
light also on the perception and development of teacher expertise. This volume
sets out to bridge the gap between theory and practice, and in so doing shows
that these constructs are far from monolithic. Rather, both theory and practice
are created and developed dynamically in close interrelation.