An Overview of Dominant Approaches for Teacher Learning in Second Language Teaching

Abstract

The current review offers an analysis of the prevailing literature on teacher learning in language teaching from an international perspective. We initially revisit several contributions from a general education perspective. Then, we focus on three dominant approaches, identified through the literature, to understand teacher learning from a language teaching perspective. Finally, we provide implications for teacher educators to consider in the preparation of prospective language teachers. These include acknowledging future teachers’ prior cognitions and learning experiences, highlighting the benefits of collaborative work and communities of practice, and adapting and innovating within the social constraints of their teaching context.

Concerns, Contributions, and Challenges of Critical Pedagogies in ELT: A Literature Review

“…In this section, we present the fields of reflection reported by authors regarding English teacher role and education. These works emphasized the responsibilities, challenges, context of pre-service and in-service teachers and their beliefs or ideas about their practice (Aguirre & Ramos, 2011;Basabe, 2019;Crookes, 2021;Cruz, 2018;Derince, 2011;Dewey, 2014;Echeverri-Sucerquia & Pérez, 2014;Fandiño-Parra, 2021;Granados-Beltrán, 2016;Kavenuke & Muthanna, 2021;Kaviani & Heidar, 2020;Khan, 2020;Khatib & Miri, 2016;Linares, 2016;Macías & Hernández -Varona, 2021;Mambu, 2022, Pagliarini & de Assis-Peterson, 1999Pennycook, 1990;Pikhart & Habeb, 2022;Porto, 2021;Quintero, 2019;Raddawi & Troudi, 2018;Safari, 2017;Samacá Bohórquez, 2012;Sánchez, 2014;Shin, 2022;Siqueira, 2017).…”

“…Of particular interest to this study is the one conducted by Pennycook (2022), who analyses epistemological changes in linguistics and invites to critically revise new trends and work toward change. Similarly, Macías & Hernández -Varona (2021) conducted a literature review on teacher learning in language teaching from an international viewpoint. These scholars highlight the ecological perspective and conclude teacher education should be based on the interactions among social, cultural, and historical contexts.…”