Complex relationship between research and teacher training in didactics of language

A feature inherent to investigations of specific teaching methodology is its focus on educational intervention, which means that its results should have implications for teacher training. This paper analyzes the relationship between research into language teaching presented in this monograph and its implications for teacher training. First, it explicitly details the implicit training models for each type of research, and highlights the difficulties in the transfer of research results to improve educational practices. Secondly, it provides reflections on the kind of teacher training model that could respond to the identified problems © 2013 Fundación Infancia y Aprendizaje, ISSN: 1135-6405.