There is no other book like this for preparing more effective L2 teachers. All classroom teachers will benefit from reading it and giving careful consideration as to how their own practice in the classroom can be improved.”
Professor Neil Anderson, Brigham Young University, USA

Offering a wide-ranging and high quality conceptualization, the coverage is masterly, employing the profound reach of scholarship that the author has demonstrated in previous publications. This book could be a core reference in the field for years to come, one to which other attempts would be compared, and one on which other writers with more specific interests would draw.”
Professor Julian Edge, University of Manchester, UK

The field of second/foreign language teacher education is calling out for a coherent and comprehensive framework for teacher preparation in these times of accelerating economic, cultural, and educational globalization. Responding to this call, this book introduces a state of-the-art model for developing prospective and practicing teachers into strategic thinkers, exploratory researchers, and transformative teachers. The model includes five modules: Knowing, Analyzing, Recognizing, Doing, and Seeing (KARDS).

Its goal is to help teachers understand
_ how to build a viable professional, personal and procedural knowledge-base,
_ how to analyze learner needs, motivation and autonomy,
_ how to recognize their own identities, beliefs and values,
_ how to do teaching, theorizing and dialogizing, and
_ how to see their own teaching acts from learner, teacher, and observer perspectives.

Providing a scaffold for teachers to build a holistic understanding of what happens in the language classroom, this model eventually enables them to theorize what they practice and practice what they theorize. With its strong scholarly foundation and its supporting reflective tasks and exploratory projects, this book is immensely useful for students, practicing teachers, teacher educators, and educational researchers who are interested in exploring the complexity of language teacher education.