For many vice ESL/EFL teachers the transition from their teacher education program (Cert or MA) to their first year of teaching has been characterized as a type of 'reality shock' because the ideals that vice teachers may have formed during the education program are often replaced by the harsh realities of the classroom, and social and political contexts of the school in which they are teaching. One reason for this may be that teacher education programs are unable to reproduce an environment similar to that teachers face when they graduate. Even though many schools may have induction programs available, many vice teachers are often left to cope on their own in a sink-or-swim type situation, with some ultimately leaving the profession because of difficulties encountered during their first year. Every teacher must experience life as a vice when they begin their teaching career in a real classroom, and Reflective Practice for Novice Language Teachers is the book that will make the transition from the training course to the classroom as smooth as possible because it focuses on the needs of vice teachers in particular.Reflective Practice for Novice Language Teachers outlines and describes a comprehensive framework for the professional development of vice teachers through reflective practice that is grounded in the classroom realities of real teaching contexts so that they can develop beyond their vice years and become expert ESL/EFL teachers. In addition, the suggestions presented in this book can be operationalized as standards for future ESL/EFL teacher education and development programs worldwide.
Thomas S.C. Farrell is a professor of Applied Linguistics at Brock University, Canada. His professional interests include Reflective Practice, and Language Teacher Education and Development. He is series editor for the Language Teacher Research series (Asia, Americas, Africa, Australia/New Zealand, Europe, and the Middle East) for TESOL, USA. His recent books are Succeeding with English Language Learners: A guide for beginning teachers (2006, Corwin Press, Sage); What successful literacy teachers do: 70 Research-Based Strategies for Teachers, Reading Coaches, and Instructional Planners (2007, co-authored with Neal Glasgow, Corwin Press, Sage Publications); and Reflective Language Teaching: From Research to Practice (2008, Continuum Press).