4. The kinds of questions which engage that interest and have begun to inspire serious research are: How do people learn to be teachers? What is good language teaching? How do language teachers develop? How do teachers become trainers?

6. *The term training is inadequate and limiting and not appropriate for the preparation of teachers of languages. *Education seems more appropriate in which the subject matter is long and complex. *The teachers need to be prepared to be resourceful and flexible to cope with the variety of learners and learning contexts.

8. Institutional frameworks for teacher education include the teaching qualifications that are available. These are different from country to country and from context to context e.g. UK.

9. There is another more personal side in which professional development means: Gaining and processing experience of teaching, perhaps of different levels and for learners with different needs, or in different sub-areas.

11. Much of this development in method, forms, content of teacher education is drawn from the work on teacher preparation in other areas, from general educational theory.

12. How developments in language teacher preparation can establish a set of practices grounded in empirical data from evaluation of teacher education, teaching practice, and teacher development.

14. 1-apprenticeship model. The craft knowledge approach. 2-Applied science model ”Technical Rationality model” teachers are given knowledge to put it into practice in the classroom. 3- the reflective approach. It places greater emphasis on the processing of the learner teacher’s experience.

17. Criticisms of Micro-analysis =process-product It cannot be accounted for by a single set of observations of teachers’ actions. It cannot in principle capture the complex complex notion of “effective teaching” Freeman’s criticism is that this theory of effective teaching ignores, significant insights about teaching” practical epistemology”.

18. Freeman’s “practical epistemology” View can be seen as a version of 'macro’ view which is characterized by a holistic rather than an analytic approach.

20. How much time is usually devoted to teacher education in different systems naturally differs.