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Foreword: On the Need for a Theory of Language Teaching: Twenty-Five Years Later; References; Contents; Contributors; Introduction; 1 In Defense of Practices Being "Innovative"; References; Part I: "Intra" Innovations; Innovating My Thinking and Practices as a Language Teacher Educator Through My Work as a Researcher; 1 Introduction; 2 Why Language Teacher Identity Matters: The Value of Identity-in-Activity; 3 Transforming My Thinking as a Language Teacher Educator Through My Research; 4 Using Identity-in-Activity Intentionally in My Language Teacher Education Practices.
4.1 Narrative Practices to Elicit Identity-in-Activity5 My Transformed Understandings in Practice: Interactions with Arya; 6 Arya's Teaching Journal; 7 Arya's Dialogic Video Protocol; 8 Second Language Teacher Educators as Lifelong Learners of Teaching; References; Idiodynamics: An Innovative Method to Build Emotional Intelligence Through Systematic Self-Assessment/Reflection/Critique; 1 Introduction; 1.1 Defining Emotional Intelligence and Its Components; 1.2 Emotional Intelligence and Teachers; 2 The Innovation; 3 The Dynamic Nature of Reflection and Decision-Making in the Classroom.
3.1 The Role of Teaching Experience in Reflection3.2 Promoting the Benefits Teacher Reflection; 3.3 Use of Video; 3.4 "Idiodynamically" Transforming Reflection; 4 The Study; 4.1 Participants; 4.2 Procedure; 5 Case Study Analysis; 5.1 RQ2: The Idiodynamic Method Compared to Traditional Retrospective Reflection; 6 Discussion; 7 Conclusion; References; Shifting Relations: EFL Pre-service Teachers' Sense of Self as a Network of Relationships; 1 Introduction; 2 Literature Review; 2.1 Understanding the Self as a Construct in SLA; 2.2 Understanding the Self as a Complex Dynamic System.
2.3 The Self as a Network of Relationships3 Method; 3.1 Methodological Design; 3.2 Participants and Context; 3.3 Procedures; 3.4 Analysis; 4 Findings; 4.1 Core of Ego; 4.2 The Relationships; 4.2.1 Relationship to Her Brother; 4.2.2 Relationship to Experiences with Tutoring Informally; 4.2.3 Relationship to Her Own Experiences in School as Learner; 4.2.4 Relationship to Her Experiences in Her Practicum; 4.2.5 Relationship to Her Mentor; 4.2.6 Relationship to Languages, Cultures, and Travel; 4.2.7 Relationship to Her Studies at University; 4.2.8 Relationship to Her Future Pupils.
4.3 The Network5 Discussion; 6 Conclusion, Limitations, Implications and Future Research; References; The Brain Studies Boom: Using Neuroscience in ESL/EFL Teacher Training; 1 Should Neuroscience Be Incorporated into the Teacher-ƯTraining Curriculum?; 2 How to Incorporate Neuroscience in Your Program; 3 A Few Key Topics Related to Language Teaching; 3.1 Topic 1: Countering "Neuromyths"; 3.2 Topic 2: Learning, Memory, and Attention; 3.3 Topic 3: No Sleep, No Learning; 3.4 Topic 4: Embodied Simulation; 3.5 Topic 5: The Power of Stories; 3.6 Topic 6: You Gotta Move It, Move It.
4.1 Narrative Practices to Elicit Identity-in-Activity5 My Transformed Understandings in Practice: Interactions with Arya; 6 Arya's Teaching Journal; 7 Arya's Dialogic Video Protocol; 8 Second Language Teacher Educators as Lifelong Learners of Teaching; References; Idiodynamics: An Innovative Method to Build Emotional Intelligence Through Systematic Self-Assessment/Reflection/Critique; 1 Introduction; 1.1 Defining Emotional Intelligence and Its Components; 1.2 Emotional Intelligence and Teachers; 2 The Innovation; 3 The Dynamic Nature of Reflection and Decision-Making in the Classroom.
3.1 The Role of Teaching Experience in Reflection3.2 Promoting the Benefits Teacher Reflection; 3.3 Use of Video; 3.4 "Idiodynamically" Transforming Reflection; 4 The Study; 4.1 Participants; 4.2 Procedure; 5 Case Study Analysis; 5.1 RQ2: The Idiodynamic Method Compared to Traditional Retrospective Reflection; 6 Discussion; 7 Conclusion; References; Shifting Relations: EFL Pre-service Teachers' Sense of Self as a Network of Relationships; 1 Introduction; 2 Literature Review; 2.1 Understanding the Self as a Construct in SLA; 2.2 Understanding the Self as a Complex Dynamic System.
2.3 The Self as a Network of Relationships3 Method; 3.1 Methodological Design; 3.2 Participants and Context; 3.3 Procedures; 3.4 Analysis; 4 Findings; 4.1 Core of Ego; 4.2 The Relationships; 4.2.1 Relationship to Her Brother; 4.2.2 Relationship to Experiences with Tutoring Informally; 4.2.3 Relationship to Her Own Experiences in School as Learner; 4.2.4 Relationship to Her Experiences in Her Practicum; 4.2.5 Relationship to Her Mentor; 4.2.6 Relationship to Languages, Cultures, and Travel; 4.2.7 Relationship to Her Studies at University; 4.2.8 Relationship to Her Future Pupils.
4.3 The Network5 Discussion; 6 Conclusion, Limitations, Implications and Future Research; References; The Brain Studies Boom: Using Neuroscience in ESL/EFL Teacher Training; 1 Should Neuroscience Be Incorporated into the Teacher-ƯTraining Curriculum?; 2 How to Incorporate Neuroscience in Your Program; 3 A Few Key Topics Related to Language Teaching; 3.1 Topic 1: Countering "Neuromyths"; 3.2 Topic 2: Learning, Memory, and Attention; 3.3 Topic 3: No Sleep, No Learning; 3.4 Topic 4: Embodied Simulation; 3.5 Topic 5: The Power of Stories; 3.6 Topic 6: You Gotta Move It, Move It.