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  • Home
    • Aims and Scope
    • Editorial Board
    • Contributors
    • 20th Anniversary
  • Latest Edition
  • Back issues
    • Volume 21
    • Volume 20
    • Volume 19
    • Volume 18
    • Volume 17
    • Volume 16
    • Volume 15
    • Volume 14
    • Volume 13
    • Volume 12
    • Volume 11
    • Volume 10
    • Volume 9
    • Volume 8
    • Volume 7
    • Volume 6
    • Volume 5
    • Volume 4
    • Volume 3
    • Volume 2
    • Volume 1
  • Contact

Volume 21 - 2018

Editor: Gerard Sharpling
Editorial Board: Dario Banegas, Peter Brown, Jo Gakonga, Steve Mann, Troy McConachy, Annamaria Pinter, Gerard Sharpling (Chief Editor), Richard Smith (Chair) and Ema Ushioda

Contents | Contributors
 
Articles

  • Sue Leather -  How does a virtual community of practice for teacher trainers impact on their professional practice?
  • Brenda Malkiel -  Developing empathy through role reversal: a personal case study.
  • Huy V. Phung -  Leveraging open educational resources for secondary English teacher development in Vietnam.  
  • Anitha Devi Pillai and Linda Hanington -  Supporting pre-service teachers’ development as writers and writing teachers.
  • Gimena San Martin -  A supervisor’s scaffolding strategies in EFL teacher education: a case study in Argentina.
  • Jason Anderson - The role of initial teacher training courses in the professional development of experienced non-native-speaker English language teachers.
  • Fadel Alsawayfa – A journey in learning and teaching drama through poems: An autoethnography of self and beyond.
  • David Gerlach -  Reflective Tasks: An approach to integrating reflective practice in (foreign) language teacher education and development.
 
ELTED around the world
  • Kuchah Kuchah and Richard Smith -  An invitation to Teacher Association Research. 

 Book review
  • Malba Barahona and Francisca Hernandez - Review of Banegas, D. (ed).  (2017).  Initial English Language Teacher Education: International perspectives on research, curriculum and practice. London: Bloomsbury. 


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