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<p style="text-align: justify;">A balanced interrelation between theory and practice is still often missing out in many (language) teacher education programs (Esteve, 2018; Lantolf &amp; Esteve, 2019). Hence the need to critically analyze teacher educators&rsquo; professional practice and rethink it. This paper presents a deep reflection upon the difficulties and the possibilities of promoting a balanced interrelation between theory and practice in formative practices and is primarily addressed to (language) teacher educators who are willing to engage in a transformative process. Along this process, teacher educators are to become aware both of the specific core teacher education competencies that are proved to be crucial for ensuring a dialectical relationship between practice and theory and their underlying core concepts, which eventually determine how the corresponding teaching actions related to those competencies are to be performed (Esteve &amp; Alsina, 2024). Together, they make up the pedagogical imperative for (language) teacher educators I advocate for, in order to ensure the most fruitful dialectic relationship possible between theory and practice.</p>

ltrq.2024.46.11.pdf

Review Article

ltrq.2024.46.11.xml

The Pedagogical Imperative for Teacher Educators: A Constructive Reflection

Guest-editors: 
Mirosław Pawlak, PhD, Adam Mickiewicz University, Poznań, Poland University of Applied Sciences, Konin, Poland
Zhisheng (Edward) Wen, PhD, College of Professional and Continuing Education, The Hong Kong Polytechnic University, China
Hassan Mohebbi, PhD, Independent Researcher, Turkey


Special Issue: In Honour of James P. Lantolf’s Contributions to Sociocultural Theory, Second Language Development and Language Pedagogy