In recent years teacher cognition research has generated interest in how
teachers actually teach and the factors underlying their pedagogical
decision-making. Research in teacher education has begun to shed light
on the complex cognitive processes teachers undergo in formal learning
situations provided by teacher education. However, to date very little
research has been conducted on in-service teacher education, even less
so in language teacher education. This book explores the ways in which
language teacher education impacts on teachers' prior beliefs and
classroom practices with reference to three illuminating case studies
which examine the development of the grammar teaching beliefs and
practices of three practising teachers of English taking an MA course in
Turkey. Greater understanding of the relationship between teacher
education, teacher beliefs and classroom practices may help teacher
educators to make more sense of their work, to better understand the
factors which facilitate and hinder teacher learning, and ultimately to
contribute to the provision of more effective teacher education.