The powerful issues of identity, reflection, and critical pedagogy are woven through the contributions to this volume, providing insightful understanding that must inevitably provoke consideration about core issues in English language teacher education ... highly recommended.

ELTED Journal

A useful resource for teacher education. It offers much value to stakeholders who are directly involved in teacher education programmes, such as education policy makers, teacher training college/university administrators, head of education faculties/departments, teacher trainers, teacher trainer researchers and student teachers. The book also offers much benefit to those who are indirectly involved in teacher education programmes, such as school administrators and student teacher supervisors.

eFLT: Electronic Journal of Foreign Language Teaching

This collection of twelve chapters, from such diverse contexts as South America, Africa, Europe and Asia, addresses the theory/practice divide in Initial English Language Teacher Education (IELTE) through the eyes of teacher educators and learner teachers. This collection is a valuable contribution to the field of IELTE, and especially for language teacher educators and learner teachers.

Thomas S. C. Farrell, Professor of Applied Linguistics, Brock University, Canada

This is a collection of detailed and thought-provoking accounts of how IELTE is experienced in less researched places, such as Kenya and Uruguay. Banegas has managed to show how future teachers from different countries conceive of a number of pressing issues relevant to their initial English language teacher education.

Salah Troudi, Associate Professor and Programme Director for the TESOL/Dubai EdD, University of Exeter, UK