Second Language Teacher Education <p><em>Second Language Teacher Education</em> (SLTE) is a peer-reviewed international forum devoted to research on the policy and practice of second language teacher education. SLTE welcomes submissions which approach issues in teacher education from the perspectives of globalization, postcolonial debates, English as an international language (EIL), sociocultural theory, postmethod pedagogy, constructivist views, and critical applied linguistics. SLTE encourages submissions on teacher education in various international contexts. <a href="" target="_blank" rel="noopener">Read more</a>.</p> en-US <p>© Equinox Publishing Ltd.</p> <p>For information regarding our Open Access policy, <a title="Open access policy." href=" of our conditions related to copyright can be found by clicking here.">click here</a>.</p> (Thomas S.C. Farrell and Zia Tajeddin) (Daniel Gronow) Tue, 14 Jun 2022 10:08:37 +0000 OJS 60 Making microteaching matter <p>Microteaching is a core second language teacher education practice. Yet, there is a lack of consensus surrounding what exactly it means to engage in microteaching and how teacher educators can intentionally make this practice relevant for teacher development. Addressing these issues, the present study utilizes Vygotskian sociocultural theory (Vygotsky, 1978, 1986, 1987) to reconceptualize the microteaching simulation as play activity. Contrary to the colloquial understanding of play, a Vygotskian perspective frames play as a serious activity with developmental consequences. Using a novel conceptualization of play as (1) artificial, (2) futureoriented, and (3) mediational, I analyze dialogic episodes from the practice teach, a Vygotskian inspired microteaching simulation embedded within an MA TESL course. I demonstrate how play was co-constructed by the teacher educator, teachers enacting microteaching lessons, and teacher peers, and show how this play led the teachers to become aware of the reasoning behind their pedagogical activities. These episodes illustrate how engagement in the practice teach opened up possibilities for the teachers to function ahead of their current developmental levels through play. Ultimately, a Vygotskian perspective grounded in the value of play offers the potential to reclaim the relevance of microteaching as a meaningful second language teacher education practice.</p> Jacob Rieker (Author) Copyright (c) 2022 Second Language Teacher Education Tue, 14 Jun 2022 00:00:00 +0000 Stand-alone noticing as a resource for constructing the reflectable <p>Language teacher educators have made compelling arguments for the importance of fostering reflective practices. This paper explores how potential ‘reflectables’ may be located and negotiated through the practice of noticing. Based on a conversation analytic (CA) investigation of ‘stand-alone’ (not produced in conjunctions with questions, advice, and assessment) noticings in mentor-trainee conversations, the analysis shows how such noticing may be used to recalibrate the trainee’s reflective gaze and develop their professional vision. Findings contribute to the small body of video-based CA literature on post-observation conferences as well as the broader literature on noticing as an interactional practice within the specific context of language teaching and learning.</p> Hansun Zhang Waring (Author) Copyright (c) 2022 Second Language Teacher Education Tue, 14 Jun 2022 00:00:00 +0000 Preferred professional learning activities of Cambodian EFL teachers <p>Teachers’ professional learning is increasingly receiving attention among key stakeholders of educational institutions, including school principals, teacher educators and teachers themselves. As classroom practitioners continue to improve their performance, they are highly likely to engage in various types of techniques for their professional learning. This preliminary study adopted a mixed method approach to investigate preferred professional learning activities by Cambodian teachers who teach English as a foreign language (EFL) either at a private language school and or a public institution. Data collection involved a questionnaire to collect quantitative data, together with semi-structured interviews with six teachers who had responded to the survey, to explore perceptions of each preferred professional learning activity. The results indicated that while ‘reflection on experiences’ was the most frequently occurring way of professional learning, participants who were interviewed also appreciated the benefits and convenience of ‘learning from others in interaction’. The study, however, was unable to identify any evidence of systematic reflective practices and collaborative reflection in the collected data. The research findings have led to some implications for institutions to consider.</p> Theara Chea (Author) Copyright (c) 2022 Second Language Teacher Education Tue, 14 Jun 2022 00:00:00 +0000 Operationalizing reflective practice in second language teacher education (SLTE) <p>Reflective practice in the field of TESOL has been warmly embraced in many teacher education and development programs worldwide. However, one of the important issues that is still not clear to many educators is how reflection should be implemented. In this article, I argue that one of the reasons for the confusion about operationalizing reflective practice is that most of the existing approaches that have blossomed since the 1990s are restrictive. Thus, a more holistic approach to reflection should be adopted through the framework for reflecting on practice in SLTE.</p> Thomas SC Farrell (Author) Copyright (c) 2022 Second Language Teacher Education Tue, 14 Jun 2022 00:00:00 +0000 Editorial Thomas SC Farrell, Zia Tajeddin (Author) Copyright (c) 2022 Second Language Teacher Education Tue, 14 Jun 2022 00:00:00 +0000