The chapters that follow provide an introductory overview of some of the main themes in second language teacher education. Many of these are taken up and elaborated upon in subsequent sections of this volume.

In Chapter 1, Freeman begins the overview by mapping out the broad trajectories and terrains of SLTE over the last half century. He conceptualizes the scope of contemporary SLTE as encompassing three dimensions of substance, engagement, and outcomes / influences in order to map past and present practices and signal new conceptual and theoretical developmental directions. Freeman’s chapter sets the scene and raises many key themes that are subsequently taken up and expanded by other chapters in the book.

Following on from Freeman’s broad conceptualizations of the scope of SLTE, Johnson (Chapter 2) identifies significant trends in SLTE arising from changing epistemological perspectives on learning and teaching. They encompass the knowledge base of teaching, the recognition of the legitimacy of teachers’ practical knowledge, the sociocultural turn that has seen the broadening of definitions of language and second language acquisition, and changes in the nature of what constitutes language teacher professional development. She signals explorations of the impact of new forms of professional development, and the relationships between teacher learning and student learning as the next frontiers for development.

Extending one of the themes raised by Johnson, Chapter 3 by Hawkins and Norton considers how the impact of sociocultural perpectives has necessitated consideration of critical approaches to SLTE. While considering that the notions of critical and critical second language teacher education are hard to define, they identify the core concern with social action and empowerment through educational change. Accounts of CSLTE are still rare in the language education field. However, Hawkins and Norton offer an heuristic and examples of three types – critical awareness, critical self-reflection, and critical pedagogical relations – which highlight the notions and characteristics of current practice and praxis.

In Chapter 4, Franson and Holliday argue that teacher education programs urgently need to include a focus on the social and cultural position of English in the world.