Abstract:
The field of second language teacher education (SLTE) has been shifting towards a sociocultural perspective, which views knowledge as socially constructed through participation in sociocultural practices and contexts (Brandt, 2006; Crandall, 2000; Johnson, 2009). From this perspective, preservice teachers' participation in SLTE programs, of which the contents reflect the knowledge base (i.e. what teachers need to know), plays an influential role in shaping how they learn to teach. This paper aims to examine the knowledge bases of English language teacher education in Australia and Vietnam and the contextual factors shaping the development of the knowledge bases in the two contexts.