Pre-service teachers' actions, behaviors, and attitudes were examined within five domains characterizing dispositions and representing situational contexts in which dispositions are fostered. The evaluative instrument and case study findings are shared. The model contributes to the profession's efforts to interpret the nature and quality of disposition development in pre-service teachers.

Studies of the foreign language methods class have relied primarily on surveys and syllabus analysis. Our research suggests that in-depth interviews with teacher educators provide deeper insight into not only the content (the 'whats') but also the context (the 'hows' and 'whys') of language teacher preparation.

In English for Specific Purposes (ESP) teacher training, collaborations with local workplaces (hotel and convenience store) have provided real-life experiences with issues in ESP. Students conducted needs analyses of non-native English speaking employees, heard from other stakeholders, and developed training modules and a proposal. Give-back included a free ESP course.

The aim of our investigation was to contrast novice teachers' informed cognition regarding grammar instruction, their pedagogical practice, and possible teaching context influence. In this session, we will present the data we have collected and discuss grammar teaching (Batstone, 1994 and Larsen-Freeman, 2003) and EFL teacher cognition (Borg, 2006).

Fostering collaborative practices between content and ESL teachers is particularly vital, given the growth in English language learners and shortage of trained ESL personnel. This presentation explores the impact of an in-service professional development program in Ohio from perspectives of key participants, including ESL and content teachers, and teacher educators.

The language and content of twenty philosophy of teaching statements written by pre- and in-service language teachers for employment and academic purposes are analyzed. Teachers with minimal classroom experience tend to propose abstract, hypothetical classroom practices; more experienced teachers use rich, factual descriptions as support for the beliefs they espouse.