english text

Teacher educators

will need to be discerning in their judgement of

who the new edition is now best suited to. The

book will undoubtedly continue its strong

contribution to the ELT profession, but to di¤erent

audiences in di¤erent ways.

References

Baumann, J. 1996. ‘Conflict or compatibility in

classroom enquiry: one teacher’s struggle to

balance teaching and research’. Educational

Researcher 25/7: 29–36.

Dewey, J. 1933. How we think: A restatement of the

relation of reflective thinking to the educative process.

Boston: D. C. Heath.

Kuhn T. 1963 ‘The function of dogma in scientific

research’ in A. C. Crombie (ed.). Scientific Change.

London: Heinemann.

Ramani, E. 1987. ‘Theorizing from the classroom’.

ELT Journal 41/1: 3–11.

Widdowson, H. G. 1990. Aspects of Language

Teaching. Oxford: Oxford University Press.

The reviewer

Tricia Hedge is a Senior Lecturer in the Centre for

English Language Teacher Education at the

University of Warwick. She is course leader for the

Doctorate in Education, and teaches Applied

Linguistics, ELT Professional Practice, and

Educational Management on MA programmes,

and short courses for teachers. Her main interests

are in teacher education, curriculum design, and

the teaching of reading and writing. Her

publications include Using Readers in Language

Teaching (Macmillan), Writing (Oxford University

Press), Power, Pedagogy, and Practice (Oxford

University Press, co-edited with Norman Whitney),

and Teaching and Learning in the Language

Classroom (Oxford University Press).

Email: P.A.Hedge@warwick.ac.uk

Humanising Your Coursebook

M. Rinvolucri

First Person Publishing/English Teaching

Professional, DELTA Publishing 2002 96 pp., £13.25

isbn: 0 954198 60 3

When I get a new textbook I am as excited as my

students are at the beginning of every new school

year. Usually I spend part of my summer holidays

reading the new textbook, digesting the teacher’s

book, listening to the tapes, or watching videotapes

and doing exercises myself. It is so exciting! I try to

imagine how the activities will work, speculate

about whether the students will accept a particular

task or not, and about whether the materials really

take my students to where I want them to be. But

this enthusiasm of mine, and that of my students,

tends to get less and less by the end of the school

year.

Why? It’s diªcult to say. Maybe partly because a

textbook that might at first seem interesting and

intriguing eventually gets too familiar and

unexciting. For me, no matter how good a textbook

is, after I have taught it twice or three times, I

definitely start feeling more and more bored—I

know the texts by heart, I know all the answers, and

moreover, I even know the mistakes my students

will make. This is one of the issues expressed by

teachers at many teacher-training seminars: they

feel that they have squeezed the textbook dry, and it

has less and less to o¤er. Besides that, there is an

additional danger of losing contact with the

students, and just teaching the textbook.

No wonder, then, that I get through with my

textbook far ahead of the end of the year, and still

see that my students’ language skills and

knowledge are poor. All this leads me to self-doubt,

frustration, and burnout. And at this point, what I

really need is: ideas and yet more ideas that I can

use in order to get in touch with my students again,

survive, and escape the routine. Mario Rinvolucri’s

new book is one that can give you new ideas and

perspectives. An additional bonus of this book is

getting your creative juices flowing—you are

provided with an activity and variations, and all of a

sudden you see that there is much more in the

Reviews 405Punapa panjenengan luwe? Sanes luwe sacara badaniah, nanging punapa panjenengan ngraosaken luwe bab langkung ingkang wonten ing gesang panjenengan? Punapa punika bab ing salebeting manah panjenengan ingkang dereng nate damel marem? Menawi makaten, Yesus punika marginipun! Pangandikane Gusti Yesus, “Aku iki roti panguripan; sing sapa marani Aku, iku ora bakal luwe maneh, sarta sing sapa pracaya marang Aku, iku ora bakal ngelak maneh” (Yokhanan 6:35).

Panjenengan bingung? Panjenengan dereng nate manggih margi utawi tujuan salebeting gesang? Punapa katingalipun kados dene tiyang ingkang kapejahan lampu lan mboten saged manggih gantosipun? Menawi makaten, namung Yesus punika marginipun. Yesus paring dhawuh, “Aku iki pepadhanging jagad; sing sapa ngetut-buri Aku, ora bakal lumaku ana ing pepeteng, nanging bakal nduweni padhanging urip” (Yokhanan 8:12).

Panjenengan nate ngraosaken kados kakuncen saking gesang? Punapa panjenengan sampun nyobi sawetawis kori, lan namung manggih kakosongan ing sawingkinging kori lan mboten migunani? Punapa panjenengan ngupados margi tumuju satunggaling gesang ingkang migunani? Menawi makaten, Yesus punika marginipun! Yesus ngandika,”Aku iki lawange; sapa kang lumebune metu ing Aku, iku bakal kapitulungan rahayu, sarta bakal lumebu lan metu, apadene bakal nemu pangonan” (Yokhanan 10:9).

Punapa tiyang sanes sami ngendelaken panjenengan wonten ing kasisahan? Punapa pasrawungan panjenengan kraos cethek lan kosong? Punapa raosipun sadaya tiyang namung nyobi mendhet kauntungan pribadi tanpo ngrahito tyang sanes? Menawi makatenmenopo kanggenipun pamomong Jawi, Yesus punika marginipun! Yesus ngandika, “Iya Aku ini pangon kang utama. Pangon kang utama iku ngetohake nyawane kanggo wedhus-wedhuse.... Aku ini pangon yang utama sarta Aku niteni kang dadi wedhus-wedhusKu lan wedhus-wedhusKu pada wanuh marang Aku” (Yokhanan 10:11, 14).

Panjenengan kwatos kaliyan punapa ingkang badhe kadadosan sasampunipun gesang punika? Panjenengan bosen wonten ing salebeting gesang panjenengan tumprap bab-bab ingkang namung kebak ing sesakit lan karisakan? Punapa kadang kala panjenengan rumaos gojak-gajek punapa gesang punika migunani? Punapa panjenengan kepingin gesang sasampunipun panjenengan pejah? Menawi makaten, Yesus punika marginipun! Yesus ngandika, “Iya Aku iki patangen lan kauripan. Sing sapa pracaya marang Aku bakal urip, sanadyan wus mati. Lak sok wonga kang urip sarta pracaya marang Aku, iku ora bakal mati ing salawas-lawase. Kowe apa pracaya marang iku?” (Yokhanan 11:25-26).

Punapa margi punika? Punapa kaleresan punika? Punapa gesang punika? Yesus paring wangsulan, “Aku iki dalane sarta jatine kayekten lan kauripan. Ora ana wong siji-sijia kang bisa sowan marang Sang Rama, manawa ora metu ing Aku” (Yokhanan 14:6).

Luwe ingkang panjenengan raosaken punika luwe ing karohanen, lan namung saged kaisi dening Yesus. Inggih namung Yesus kemawon ingkang saged ngusir pepeteng. Yesus punika gapura tumuju kamaremaning gesang. Yesus punika kanca lan pangen ingkang panjenengan padosi. Yesus punika gesang – ing jagad punika lan ing wekdal ngajeng. Yesus punika margining kawilujengan!

Dasaripun panjenengan kraos luwe, dasaripun panjenengan rumaos ical ing satengahing pepeteng, dasaripun panjenengan mboten saged manggih piguna salebeting gesang, punika karana panjenengan tebih saking Gusti Allah. Kitab Suci nyariosaken dhumateng kita bilih kita sadaya sampun dosa, lan lajeng tebih saking Gusti (Pangaduh 7:20; Rum 3:23). Kakosongan ingkang panjenengan raosaken ing manah panjenengan punika raosing kecalan Gusti saking gesang panjenengan. Kita katitahaken supados nggadahi sesambetan kaliyan Gusti. Nanging karana dosa kita, kita kapisahaken saking sesambetan punika. Malahan langkung awon malih, dosa kita badhe murugaken kita kapisahaken saking Gusti tumprap sadaya kalanggengan, gesang punika lan ing wekdal ngajeng (Rum 6:23; Yokhanan 3:36).

Kadospundi bab punika saged kapecahaken? Yesus punika marginipun! Yesus piyambak nanggel dosa kita (2 Korinta 5:21). Yesus seda nggantosaken kita (Rum 5:8), nanggel paukuman ingkang pantesipun kangge kita. Tigangdintenipun, Yesus wungu saking seda, mbuktekaken kamenanganipun saking dosa lan pejah (Rum 6:4-5). Kangge punapa Panjenenganipun nindakaken punika? Yesus piyambak sampun paring wangsulan tumprap pitaken punika, “Ora ana katresnan kang gedhene ngluwihi katresnaning wong kang ngetohake nyawane kanggo nglabuhi mitra-mitrane” (Yokhanan 15:13). Yesus seda supados kita saged gesang. Menawi kita masrahaken kapitadosan wonten ing Yesus, pitados bilih sedanipun kangge ngruwat dosa kita – sadaya dosa kita kaapunten lan kaimbah resik. Salajengipun raos luwe karohanen kita kamaremaken. Pepadang badhe kagesangaken. Kita badhe lumebet ing gesang ingkang migunani. Kita badhe mangertosi kanca sejatos ingkang leres lan pangen ingkang sae. Kita badhe mangertosi bilih kita badhe nggadahi gesang sasampunipun kita pejah – gesang katangekaken wonten ing swarga sarta kalanggengan kaliyan Yesus!

“Awitdene Gusti Allah anggone ngasihi marang jagad iku nganti masrahake Kang Putra ontang-anting, supaya saben wong kang pracaya marang Panjenengane aja nganti nemu karusakan, nanging nduwenana urip langgeng” (Yokhanan 3:16).

Punapo panjenengan sampun damel pancasan tumprap Kristus sarana punapa ingkang sampun panjenengan waos? Menawi sampun, sumangga klik wonten ing seratan “Kula sampun nampi Kristus dinten punika” ing ngandap.

pelajaran english

institutionally funded academic study on long

courses. As I read I found myself slipping into the

shoes of one or another in-service teacher with

whom I currently work, trying to view the content

through their eyes.

So, having reviewed some aspects of the book in

terms of its own implied aims, it would also be

useful to consider what characteristics a teacher

educator would be looking for in a book to

recommend for individual reading, to serve as a

reference for the working teacher’s bookshelf or to

use as a class text on in-service courses. I would

like to take five possible principles which could

usefully provide appropriate review criteria, and

judge the book against these.

A key principle one might look for is that the author

moves from the ‘approach’ of the earlier editions to

a broader perspective of ‘approaches’. This is not

to suggest that the style of the earlier versions was

dogmatic, but that the content was judiciously

selected to present a unified view of what

constitutes e¤ective practice. In contrast, a book

for working professionals or teacher education

courses would hopefully view ELT as a field in which

competing paradigms exist, and would raise

awareness of various solutions available for ‘the

sorts of problems that the professional may be

asked to solve’ (Kuhn 1963). The third edition

certainly holds to this principle in important

respects. Chapter 6 contains good examples. The

PPP procedure is carefully contrasted with others;

Scrivener’s ARC, Lewis’s OHE, McCarthy and

Carter’s III, and Harmer’s own ESA. The same

chapter also gives comment on Community

Language Learning, Silent Way, Suggestopaedia,

and Total Physical Response, as well as

Communicative Language Teaching, Task-based

Learning, and The Lexical Approach. All of these

accounts are accompanied by notes on further

reading, and some contain useful cross-referencing

to practical tasks in other chapters which

demonstrate the principles discussed. However, as

I read Chapter 6 I began to appreciate a substantial

di¤erence in this edition: that it provides the

breadth and comprehensiveness of a compendium

but, in doing so, loses the highly illustrative

presentation of the earlier editions. Breadth of

Reviews 403content versus depth of discussion and illustration

is an issue for all teachers’ handbooks, and the

author must have had some very diªcult choices.

The solution chosen—to go for breadth and to

point the way towards further literature—is an

understandable one, but there are risks. One is

that, without further explanation or example in the

form of tasks or lesson plans, it will be hard for

teachers to appreciate significant di¤erences. And

without a more developed critical perspective, it is

diªcult for teachers to appreciate the extent of

influence of each method/procedure, any links

between them, and the degree to which they are

considered mainstream or alternative. The author

is generally careful in this edition not to impose his

own views, but this chapter in particular would

benefit from a more critical approach.

The issue of illustration just mentioned suggests

another expectation we might have of a book for inservice education, namely that it provides data, in

the form of lesson plans, coursebook materials,

classroom transcripts, teachers’ reflections, learner

feedback, etc. Teacher educators will be glad that

the first two are provided throughout, though not in

such large measure as in the earlier editions. For

example, if we take the topic of reading, the 1982

version presented 19 practical examples, the 1991

edition 17, and this 2001 edition 7. Perhaps the

implicit rationale of the author in 1982 was that

such examples had to be garnered from a restricted

number of more progressive textbooks, whereas

now we might assume that working teachers

constantly encounter examples of good practice,

such as reading activities or authenticity of task in

relation to text. But is this true? In my own

experience it is not true for many teachers on

postgraduate courses in the UK and elsewhere,

who come from state education systems where the

method is grammar-translation and the text is a

vehicle for language study. While such teachers will

appreciate the level of discussion found in this

edition, they would probably also appreciate further

illustration and analysis. A third expectation,

especially for those involved in award-bearing

‘academic’ postgraduate courses for teachers, is

that a handbook points teachers in the direction of

the research studies and educational thinking

which underlie practice. On such courses it tends

to be a mark of scholarship that teachers appreciate

the development of ideas through successive

stages of research, thinking, and experience. In this

third edition there is, indeed, constant reference to

the literature. There is also excellent end matter to

each chapter, categorizing and detailing further

reading, including useful web sites.

However, it may be of concern to some potential

users that it is literature which contains synthesis

of ideas, albeit in specialist areas, rather than

original research studies or educational treatises.

Presumably this is because both the purpose and

emphasis of the book is practical. The references

for process writing, for example, are to White and

Arndt, Tribble, Porte, and Ur (all high quality

discussions) but not to Flower and Hayes, Perl,

Emig, or Raimes, to mention just a few originators

of ideas. For learner strategies and learner

autonomy some key primary sources, such as

Holec, Freire, Knowles, Chamot, and O’Malley are

missing. For some audiences, lack of primary

sources will not matter; for others it will.

A fourth criterion for an e¤ective in-service

handbook might be that it encourages teachers to

interpret educational theory in the context of their

own classrooms and institutions, and that

attention is paid to notions of appropriate

methodology and context sensitivity. It is

therefore good to read not only about the role of

cultural assumptions in our perceptions of

learning behaviour in Chapter 3, but also about

methods and culture in Chapter 6, where the

point is made that decision-making is only

e¤ective if it is in line with local values, needs,

conditions, and resources. Perhaps this could

have been followed through with greater

acknowledgement of less privileged conditions

throughout the chapters.

All of the above principles might hopefully result in

a book for in-service teachers which encourages

reflective thinking in the sense originally described

by Dewey (1933) as ‘an act of searching, hunting,

inquiring, to find material’ that will help to resolve

the doubts and perplexities we have in our

professional practice. The wealth of information,

the data provided by lesson plans and learner

materials give teachers opportunities for

comparison with their own experiences and for

‘articulating, examining, and revising their

assumptions’ (Ramani 1987). A particular strength

of the third edition is the set of tasks to follow up

the content of each chapter. These are of various

types, mainly to do with materials evaluation or

adaptation, and the design of lesson sequences

and activities. They could perhaps be

supplemented by more of the ‘enquiry’ type,

encouraging teachers to find out, through simple

procedures like tape recording, exactly what is

going on in their classrooms, and focusing on

learner responses in their own professional

context. They are placed as end matter to the book,

404 Reviewsand I hope they are not lost there as a resource to

the reader.

In summary, whether teachers dip into this book to

follow the threads of a particular issue or topic, or

whether they read it from cover to cover, they will

find it a useful, well-resourced discussion of ELT

practice. The new edition of The Practice of English

Language Teaching not only fulfils the aims implied

in its Preface, but also fits to a large extent the

criteria for an in-service handbook one might set

externally as a teacher educator. A review usually

discusses strengths and then lists criticisms. I’m

not sure that ‘criticism’ is the appropriate word for

some of the points I’ve made. It is simply that the

book has a set of characteristics which teacher

educators will need to match appropriately to the

existing knowledge and experience of teachers, and

the reasons for their reading. Individual teachers

will browse and be self-selecting. Teacher educators

akupun mengusutmu teruss

Reviews    marjumbodeh   ddik43@yahoo.com. emang semua kejadian itu asalny dari pikiran masing-masing. kalo mikir positif ya dapetnya juga positif kalo negatif ya tau lah. ngerasa ga dingertiin ya karena kita sendiri juga yang ga ngerti orang lain. kadang lebih baik buta daripada ngeliat yang buat sakit. sempat merasa pantas buat jadi segalanya tapi 0 besar, itu rasanya kesulut api yang gatau darimana datengnya.

ELT Journal Volume 57/4  October 2003  © Oxford University Press  401

The Practice of English Language Teaching

J. Harmer

First Edition Longman 1983, 252 pp.

isbn: 0 582 74612 4

Second Edition Longman 1991, 296 pp.

isbn: 0 582 04656 4

Third Edition Pearson Education 2001, 370 pp.,

£16.95

isbn: 0 582 40385 5

1. Revisiting the first and second editions

The first edition of Harmer’s The Practice of English

Language Teaching was published 20 years ago. It

quickly and deservedly became a much-used and

popular teacher training text on pre-service

courses, and a training guide for tutors. Its virtues

included comprehensiveness of content, clarity of

explanation, a wealth of illustration in the author’s

own examples and those taken for analysis from

contemporary coursebooks and, not least, a

confidence of style deriving from the author’s rich

experience as a teacher trainer.

The Preface to the first edition implied as audience

‘the teacher in training or the teacher recently

embarked on a career in ELT’ and it aimed, for

these categories of teacher, to ‘draw together many

of the theoretical insights of recent years’ and to

put these ‘at the service of a broad theoretical

approach, the balanced activities approach’. The

book did admirably through a three-part

discussion. Part A made accessible to novice

teachers key aspects of theory, looking in turn at

learners, at language, at curriculum, and at

language learning. Part B looked at the practice of

teaching, focusing largely on grammar and skills,

using the traditional division into receptive and

productive skills. Part C looked at the planning and

management of learning with sections on the

teacher’s roles, student groupings, discipline, and

lesson planning. There was no more

comprehensive book at the time which integrated

principle and practice in such useful and

appropriate ways for pre-service teachers. It

became an acclaimed and invaluable resource for

teachers and teacher trainers, and with a second

edition, a classic in the field. A younger colleague of

mine describes it as his introduction to TEFL, and

this must be true for many.

The second edition was published in 1991, with

audience and aims unchanged, and essentially the

same structure, but 44 pages longer. The additional

length allowed for inclusion of content which

reflected developing concerns within the previous

decade. Discourse and vocabulary found a place in

the consideration of language and in aspects of

curriculum design. Task-based learning,

humanistic approaches, and self-direction were

given space in the consideration of learning. A new

chapter was devoted to the teaching of vocabulary,

and readers also benefited from the appropriate, if

brief, mention of learner training, experiential

learning through projects, and discovery

techniques in teaching grammar.

2. Reviewing the third edition

The new edition is introduced as completely

revised and updated, and the Preface presents

several reasons for this, which predictably link to

changes within the field of ELT and, in e¤ect,

constitute the aims of the book. They thereby

provide a framework for review. It seems to be a

seven-point framework, and can be set out as:

1. changes in technology: the use of computers

and the Internet, and the development of

computer corpora

2. new areas of research and innovation

3. modifications in attitudes to language study,

with serious attempts to improve classroom

procedures

4. a growing realization that methodology needs to

be culture-specific

5. debate on the role of English in the modern

world6. acknowledgement that teacher development is a

key to the quality of student experience

7. the need to update and look with a fresh eye at

familiar topics.

2.1 Meeting the challenge of internal aims

In order to address these challenges, the third

edition follows a new format comprising nine parts,

in contrast to the three parts of the earlier editions.

In Part 1 the first chapter addresses point 5 above,

and gives an account of where English fits into the

world, dealing succinctly with issues of cultural

imperialism, language variety, and appropriate

models. These key issues of globalization provide

an appropriate precursor to a second chapter on

describing language which addresses points 1 and

2 above. New sections here introduce the grammar

of spoken English, the role of corpora in extending

our understanding of vocabulary, and recent

research on lexical phrases. The chapter provides

an up-to-date, refined, summary of exactly what it is

that learners need to learn when they set out on the

task of learning the English language.

Part 2 describes learners and teachers, the former

receiving more attention than previously,

particularly with regard to our growing knowledge

of learning styles, the e¤ect of individual

di¤erences, and di¤erent motivations. I would have

hoped for a little more on task motivation, given

that teachers can make a di¤erence there. Chapter

4, ‘Describing Teachers’, is a useful introduction to

those who have not experimented with a wide

range of roles in their classrooms, though I have to

confess to some disappointment that the author’s

style, which though fluent, lucid, and accessible as

always, slips into the modal verbs of prescription.

The rest of the book keeps to a style which is more

neutral, objective, and analytical.

Part 3 moves into theories, methods, and

techniques, starting with some key background

issues such as noticing and discovery learning,

reviewing a range of approaches and procedures

for the classroom, and ending with issues of

feedback in accuracy and fluency work. Points 2, 3,

and 4 in the framework above are admirably

confronted here, though I will take up some

reservations later.

Part 4 reviews key principles and issues in the

management of students and equipment—an odd

mixture, given that video is treated separately later

in the ‘skills’ section. Discussion of classroom

management is where I felt that familiar topics

were being treated with a fresh eye (point 7 above).

Di¤erent student groupings are handled

systematically with lists of advantages and

disadvantages of pair work, group work, etc.,

though some reflections from students and

teachers on their own experiences would have

provided lively illustration. The expanded section

on problem behaviour is especially welcome. Even

very experienced teachers often want to discuss

this aspect of classroom management. It is an area

in which ELT seems to isolate itself from

mainstream education where discussion on

disruptive behaviour exists, and could provide

bridges into ELT literature. The management of

equipment is handled in an equally systematic way,

and discussion of the role of computers is followed

by very useful references to literature on computer

technology, and how teachers can make use of it.

Parts 5, 6, and 7 cover the traditional content of a

handbook, teaching grammar, vocabulary, receptive

skills, and productive skills, and the planning of

learning in lessons and courses. All of these

contain a judicious selection of information and

discussion on matters of current concern, for

example, the management of interaction and the

role of extensive reading/listening. A new chapter

on researching language brings together ideas for

encouraging students to exploit a range of

resources, including language corpora, and will

provide teachers with interesting ideas for

innovation. Part 8 is an accessible introduction to

testing students. There are several positive features

about these chapters. They include a focus on what

learners bring with them to the process of learning,

and how teachers can build on their existing skills

and knowledge. This will certainly help teachers to

be more aware of what they are asking their

students to do. The link between learner needs and

teacher response in the sequencing of activities is

powerfully made. And there is material in these

chapters for more recently qualified students

through to the more experienced, even in the

chapter on lesson planning.

Part 9, entitled ‘Looking Further’, which includes

discussion of learner autonomy and teacher

development, deals with point 6 in the framework

above. This, unfortunately, is the only part of the

book about which I had serious reservations.

Teacher development is a diªcult subject to

condense into a few well-chosen principles and

examples. Action research, for example, deserves a

consideration of the tension experienced by the

teacher–researcher (Baumann 1996) and the need

for some training in procedures such as interviews

and questionnaire design for these to be e¤ective.

402 ReviewsThe space might have been better devoted to

greater depth of explanation or illustration in other

chapters.

It also struck an odd note with me that I should

come to learner autonomy at the end of the book,

when earlier chapters made reference to

procedures which aim to develop it, such as

discovery learning, researching language, and

extensive listening. Perhaps the fourth edition

could put something more substantial near the

beginning of the book, and create an ongoing

theme throughout the chapters on learner training

and the development of autonomy.

However, reading the new edition was a hugely

enjoyable experience, and I have few reservations.

It will give teachers the reassuring sense that they

are being taken through the key issues by a

supportive colleague. It has the strengths of the

earlier editions, i.e. principled common sense in its

advice, clarity of explanation, a reader-friendly style,

a contemporary position with careful selection of

content, a well-ordered structure, and an

impressive comprehensiveness. I chose 20 topics

to look up, and found clear and concise

information on all but one—critical language

pedagogy. So there will be something to look

forward to in the fourth edition. There is ample

evidence that the book addresses the points it sets

out to confront in the Preface, and meets the

challenges of new ideas, new technology, and new

concerns. This is done within a coherent framework

which allows for discussion of the existing body of

knowledge within ELT, the received wisdom of the

profession, an important element in what

Widdowson (1990) has called ‘the principled

development of pedagogic thinking’. However, in

making interesting links within that framework,

such as the use of music, or student use of

language corpora, the book also encourages

creativity.

2.2 Meeting the needs of in-service teachers

Oddly, it is not until the end of the Preface that the

reader is given the intended audience for the book,

and discovers that this has changed radically from

that of the earlier editions. This third edition is

aimed at ‘practising teachers and those studying on

in-service programmes and postgraduate courses’.

So I found myself reading with quite a di¤erent set

of expectations from those with which I

approached the earlier versions. In fact, I was, and

remain grateful to the author for the opportunity to

revisit a long-standing internal dialogue and

recurrent discussion with colleagues about the

ideal characteristics of a handbook for in-service

teacher education. It is a debate complicated by the

diªculty of defining the ‘practising, in-service

teacher’. This is a loose category which covers

widely di¤ering cultural backgrounds, institutions,

systems, and career experiences. Needs can di¤er

aku pun menulis terus

ndan