Book contents
- The Language Teacher Education Casebook
- The Language Teacher Education Casebook
- Copyright page
- Contents
- Figures
- Acknowledgments
- Introduction
- The Cases
- Facilitator Guide
- 1 Classroom Language Teaching
- 2 Language Learners
- 3 Teacher–Student Relationships
- 4 Language Assessment
- 5 Classroom Management
- 6 Professional Development
- 7 Teacher Research
- 8 Professional Service
- 9 Leadership
- 10 Teacher Wellbeing
- Bibliography
- Index
Facilitator Guide
Published online by Cambridge University Press: 19 December 2025
Book contents
- The Language Teacher Education Casebook
- The Language Teacher Education Casebook
- Copyright page
- Contents
- Figures
- Acknowledgments
- Introduction
- The Cases
- Facilitator Guide
- 1 Classroom Language Teaching
- 2 Language Learners
- 3 Teacher–Student Relationships
- 4 Language Assessment
- 5 Classroom Management
- 6 Professional Development
- 7 Teacher Research
- 8 Professional Service
- 9 Leadership
- 10 Teacher Wellbeing
- Bibliography
- Index
Summary
This Facilitator Guide suggests ways in which the case components can be used. Merseth (1996) states that in the case method, the facilitator “plays a very important role – guiding, probing, directing, giving feedback or sometimes simply observing the exchanges and contributions among the class members” (p. 727). The Guide first addresses general facilitator guidelines that apply to the use of this casebook in all types of teacher education and professional development (PD) situations where the casebook is used. “Facilitator” in this section means a teacher educator working in an institution, a teacher trainer, or a facilitator of continuing PD workshops. These broad guidelines are followed by more specific suggestions for using the case components (a) in classroom or workshop discussions, (b) in online discussions, (c) for assignments, and (d) for the purposes of research.
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- The Language Teacher Education Casebook , pp. 28 - 37Publisher: Cambridge University PressPrint publication year: 2026
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