Intro
Preface
Introduction
Contents
About the Contributors
Part I: Focus on the Teacher
Conflict Prevention and Management in Language Education
1 Introduction
2 The Nature of Conflict Definition and Typology
3 Etiology of Classroom Conflict
4 Twentieth Century Approaches to Shaping Learner Behaviour: Classroom Management Models
5 Twenty-First Century Agreement on Conflict Prevention and Management
6 Conclusions
References
Reflexivity-Becoming: Lessons from Reflective Tasks
1 Introduction
2 Theoretical Framework

3 Five Reflection-Based Studies
3.1 Study 1: Critical Incidents
3.2 Study 2: Autobiography
3.3 Study 3: Written Narratives
3.4 Study 4: Metaphors
3.5 Study 5: Duoethnography
4 Discussion
5 Implications
6 Conclusion
References
Verbal and Nonverbal Teacher Affectivity in an EFL Classroom: A Pre-service Teachers' Perspective
1 Introduction
2 Teacher Talk as Classroom Discourse: Functions and Characteristics
3 Expression of Affectivity in Teacher Talk
3.1 Language Is Us
3.2 Verbal Affectivity in Teacher Talk
3.3 Nonverbal Affectivity in Teacher Talk

4 The Emotionality of Teacher Talk: The Case of Pre-service EFL Teachers (the Study)
4.1 Methodology and the Aim of the Study
4.2 Participants
4.3 Data Collection Instruments and Procedures
4.4 Results of the Study
Challenges of Identifying Indicators of Affect
Verbal and Non-verbal Indicators of Affect in Trainees' Classroom Discourse (Data)
5 Discussion
6 Conclusions and Implications for FL Teacher Training Programmes
7 Final Remarks
Appendix
References
Teacher Identity (Re)construction in the Process of EFL Teacher Education
1 Introduction

2 The Concept of L2 Teacher Identity
3 The Study
3.1 Participants
3.2 Data Collection
3.3 Data Analysis
4 Findings and Discussion
4.1 Findings: Disciplinary Identity
4.2 Findings: Language-Related Identity
4.3 Findings: Self-Knowledge and Awareness
5 Conclusion and Implications
References
Teacher Feedback to Writing of Secondary School Learners of English in the Polish Classroom Context
1 Introduction
2 The Role and Benefits of Teacher Feedback
3 Guiding Principles for Effective Feedback
4 The Study
4.1 Participants and Data Collection

4.2 Results and Analysis
Questionnaire Results and Analysis
Interview Results and Analysis
5 Discussion
6 Conclusions
Appendices
Appendix 1: Questionnaire
Teaching EFL Writing in High School
Appendix 2: Interview
References
Exploring Teacher Engagement on the Example of Polish FL Teachers
1 Introduction
2 Work Engagement
2.1 The Utrecht Work Engagement Scale
3 Teacher Work Engagement
3.1 Teacher Self-Efficacy, Job Satisfaction and Engagement
3.2 Teacher Personality
3.3 Teachers Work Engagement Scale
4 The Study
4.1 Research Questions