Roles for a teacher educator in context-sensitive teacher education

In recent years a good deal of attention has been paid to making language teaching methodology more appropriate to the contexts in which we teach. In teacher education there has been a corresponding movement to ensure that our approach is as relevant as possible to trainees' teaching contexts. This article examines the effects that this more context-sensitive approach will have on the role of the teacher-educator, and on the attempt to ensure that teacher education programmes encourage longer-term productive change.