Initial training and professional development for foreign language teachers: praxis and research

Abstract

This article describes differing praxis in initial and in-service teacher training, examining professional training models encountered in training contexts and reviewed in the literature, while exemplifying these models with projects applied linguists have been implementing at Brazilian universities. It also provides an overview of research on language teacher training carried out in recent years or currently under way in Brazil, identifying the focus, the type of research undertaken, the instruments employed, and the theoretical framework underpinning such studies.