Do We Practice What We Persistently Preach? A Critique on the Second Language Teacher Education: Based on sociocultural views of education

In this brief review attempt was made to take a critical look at the current trends in Second language teachereducation (SLTE). The issues presented in this critical account (teacher agency, relationship between theory and practice, and time needed for teacher cognition development) have been claimed by the literature to be some of the most pivotal and central issues in SLTE. However, surprisingly when it comes to practice, they do not seem to be taken so much noticein SLTE. In conclusion, it seems although half of a century educational research has conceptualized teaching and consequently teaching education as long-standing, developmental processesemergingout of participation in the social practices, SLTE is still wrongly expected and believedto be mandated totransfer the sufficient theoretical and practical support to the language teachers mind in a pure cognitively manner. Generally, SLTE is found to bestill suffering from too prescriptive, condescending, top down nature, and heedless of ecology of teacher cognition.

Keywords:

Second language teacher education , Teacher development , Teacher Agency