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ABSTRACT
This manuscript examines the status of L2 teacher education research over the past 15 years from three perspectives. First, it examines the status of L2 teacher education research vis-à-vis general teacher education. Second, a common stereotype which considers teacher education as a Western phenomenon is challenged. Third, it investigates the extent to which different levels of education have benefited from relevant research. Data obtained from 176 research articles published from 2003 to 2018, showed that teacher education research is expectedly more nested within general education. Nevertheless, it was revealed that whereas general teacher education is more promulgated in Western contexts, L2 teacher education is more based in Asia-pacific contexts. Finally, higher education appears to be left out in both L2 and general teacher education research, as most studies focused on K-12. The results are believed to provide important implications for L2 teacher education researchers and practitioners.
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No potential conflict of interest was reported by the author.
Additional information
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Omid Mazandarani
Omid Mazandarani is an assistant professor in TESOL at Islamic Azad University, where he teaches and supervises MA and PhD students. He completed his PhD at the University of Exeter. His research interests include language teacher education, research methods, and critical issues in language education.