. A central pattern generator producing alternative outputs: temporal pattern of premotor activity.

This study reports the findings of a national survey on PreK–12 world language teacher development (WLTD), and was conducted in order to assist the profession as simultaneously it confronts the intersecting challenges of a nationwide world language (WL) teacher shortage, strives to meet new teacher preparation standards, and ensures the future of language teaching and learning in American schools. The 164 methods instructors (MIs) described the contexts in which they address pre‐service candidates' needs and aspirations, and shared their opinions on the current status of WLTD, the perceived impediments to promoting its well‐being, and the structures that are necessary to guarantee success in providing superior teachers for tomorrow's language learners. Implications for the profession are explored.

In an era of long‐standing world language teacher shortages, the preservice mentoring process has become even more critical. Using data from a national survey, this study provides a profile of PreK–12 world language cooperating teachers (CTs) and shares their beliefs about and perspectives on the teacher candidates with whom they work, their interactions with postsecondary stakeholders, their reasons for serving as CTs, and the challenges that inhibit the smooth and meaningful induction of new colleagues into the profession. Implications highlight opportunities for reform in world language teacher development.

No abstract

No abstract