Impact of a Proficiency-Oriented, Assessment-Driven, Backward Design Model on Language Teachers’ Practices and Professional Identity

Editorial: Envisioning Practitioner Inquiry in Language Teacher Education Research: Practice in the Spotlight

Pedagogical Reasoning for Interactive Decisions: Case of Novice EFL High School Teachers

Fostering Preservice Teachers’ Professional Growth through Experiential Learning: Insights from Grammar Instruction

Book Review: Pedagogies for Autonomy in Language Teacher Education: Perspectives on Professional Learning, Identity, and Agency (1st ed.), Edited by Manuel Jiménez Raya, Borja Manzano Vázquez, Flávia Vieira (Routledge, 2024)

Language Teacher Education Research (LTER), published by European Knowledge Development (EUROKD), is a bi-annual peer-reviewed journal that publishes research in the field of language teacher education and development. We aim to publish high-quality research papers about language teacher education and development at primary, secondary, and tertiary levels, reporting on the practice, policy, and research in the field. We welcome empirical, conceptual, and practical articles that can add to the current literature on pre-service and in-service language teacher education and development across a wide range of contexts. We invite qualitative, quantitative, or mixed-methods studies, which are methodologically rigorous and have significant practical implications for an international audience of the journal, including language teachers, teacher educators, and researchers.