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This volume examines the agency of second/foreign language teachers in diverse geographical contexts and in both K-12 and adult education. It offers new understandings and conceptualizations of second/foreign language teacher agency through a variety of types of empirical data. It also demonstrates the use of different methodologies or analytic tools to study the multidimensional, dynamic and complex nature of second/foreign language teacher agency. The chapters draw on a range of theories and approaches to language teacher agency (including ecological theory, positioning theory, complexity theory and actor-network theory) that expand our understanding of the concept, while at the same time presenting various analytic approaches such as discourse studies and narrative inquiry. The chapters also analyze the connection of agency to other relevant topics, such as teacher identity, emotions, positioning and autonomy.

English teachers --- Language teachers --- Training of --- Social aspects. --- Research --- Methodology. --- EFL. --- Sociolinguistics. --- Teacher agency. --- applied linguistics . --- language and identity. --- language teaching. --- social factors in language teaching. --- teacher identity. --- Literature teachers

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Set in the rapidly changing world of the contemporary United Arab Emirates and bringing together detailed linguistic analysis with cutting edge social theory, this book explores the development of the first cohort of students to complete a new Bachelor of Education in English language teaching, theorizing the students’ learning to teach in terms of the discursive construction of a teaching identity within an evolving community of practice. Both a study of the influence of issues such as gender and nationalism in language teacher education in the Middle East, as well as of the power of discourse and community in shaping identity, this book will be of relevance to anyone working in teacher education as well as to those with an interest in theorizations of discourse and identity.

English language --- English teachers --- Women --- Second language acquisition. --- Second language learning --- Language acquisition --- Human females --- Wimmin --- Woman --- Womon --- Womyn --- Females --- Human beings --- Femininity --- Germanic languages --- Language teachers --- Study and teaching --- Arabic speakers. --- Training of --- Education --- Literature teachers --- ELT. --- Middle East. --- UAE. --- community of practice. --- discourse. --- identity. --- language teacher identity.

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Children today face significant challenges in response to living in a globalised world and the impact of environmental threats to the planet. As such, there is an increasing need for schools to have a global perspective and to cultivate a critical sense of environmental and social responsibility in students. Environmental and Sustainability Education (ESE) in schools is frequently promoted as a route to achieving this, as it has the potential to empower learners to develop the necessary knowledge, understanding, skills, or competences to respond to the complex socio-environmental issues. However, there remains a general lack of pedagogical consensus as to how to teach either about or for ESE within school contexts.To develop effective ESE pedagogies, some educators look to transformative learning theory to encourage learners to move beyond the simple acquisition of knowledge to a change in worldview which not only affects their deeper level of understanding but, importantly for ESE, builds their capacity to think critically and plays an active role in providing a sustainable transformation of society. This book explores the pedagogy and practice of ESE, particularly focus on transformative pedagogies. Exploring themes including the attitudes of the teachers who are implementing transformative pedagogies, the tensions and emotional loads that teachers experience when seeking to develop their professional identity in the context of ESE, and how learning through ESE-informed practice involves and is intimately connected with emotions, this book will be of significant value for researchers and practitioners globally looking to develop transformative ESE practice.

Research & information: general --- education --- didactics --- teaching --- learning --- pragmatism --- sustainability commitment --- sustainability --- sustainable development --- cultural diversity --- teacher quality --- transculturalism --- educational transformation --- Environmental and Sustainability Education --- geography teacher --- teacher identity --- Environmental and Sustainability Education (ESE) --- secondary schools --- Initial Teacher Education (ITE) --- selective traditions --- teaching traditions --- teaching habits --- environmental and sustainability education --- functions of teaching --- functions of education --- ESD teaching approaches --- transformative sustainability learning --- collaborative reflection --- sport and the environment --- sport ecology --- education --- didactics --- teaching --- learning --- pragmatism --- sustainability commitment --- sustainability --- sustainable development --- cultural diversity --- teacher quality --- transculturalism --- educational transformation --- Environmental and Sustainability Education --- geography teacher --- teacher identity --- Environmental and Sustainability Education (ESE) --- secondary schools --- Initial Teacher Education (ITE) --- selective traditions --- teaching traditions --- teaching habits --- environmental and sustainability education --- functions of teaching --- functions of education --- ESD teaching approaches --- transformative sustainability learning --- collaborative reflection --- sport and the environment --- sport ecology

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Children today face significant challenges in response to living in a globalised world and the impact of environmental threats to the planet. As such, there is an increasing need for schools to have a global perspective and to cultivate a critical sense of environmental and social responsibility in students. Environmental and Sustainability Education (ESE) in schools is frequently promoted as a route to achieving this, as it has the potential to empower learners to develop the necessary knowledge, understanding, skills, or competences to respond to the complex socio-environmental issues. However, there remains a general lack of pedagogical consensus as to how to teach either about or for ESE within school contexts.To develop effective ESE pedagogies, some educators look to transformative learning theory to encourage learners to move beyond the simple acquisition of knowledge to a change in worldview which not only affects their deeper level of understanding but, importantly for ESE, builds their capacity to think critically and plays an active role in providing a sustainable transformation of society. This book explores the pedagogy and practice of ESE, particularly focus on transformative pedagogies. Exploring themes including the attitudes of the teachers who are implementing transformative pedagogies, the tensions and emotional loads that teachers experience when seeking to develop their professional identity in the context of ESE, and how learning through ESE-informed practice involves and is intimately connected with emotions, this book will be of significant value for researchers and practitioners globally looking to develop transformative ESE practice.

Research & information: general --- education --- didactics --- teaching --- learning --- pragmatism --- sustainability commitment --- sustainability --- sustainable development --- cultural diversity --- teacher quality --- transculturalism --- educational transformation --- Environmental and Sustainability Education --- geography teacher --- teacher identity --- Environmental and Sustainability Education (ESE) --- secondary schools --- Initial Teacher Education (ITE) --- selective traditions --- teaching traditions --- teaching habits --- environmental and sustainability education --- functions of teaching --- functions of education --- ESD teaching approaches --- transformative sustainability learning --- collaborative reflection --- sport and the environment --- sport ecology --- n/a