The education of language teachers: instruction or conversation?

    Research output: Contribution to journalArticlepeer-review


    The research reported here outlines how an emphasis on dialogic interaction and exploratory talk during post-teaching practice discussions can be beneficial to pre-service second language teacher education. The article examines the ways in which such an approach may help promote long-term reflective practice and how enquiry-based talk raises awareness of the complexity involved in developing pedagogic expertise.
    Original languageEnglish
    Pages (from-to)297-307
    JournalEnglish Language Teaching Journal
    Issue number3
    Publication statusPublished - 2 Apr 2015


    • Second language teacher education
    • SLTE
    • Teaching
    • critical reflection


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