Over the past several decades, the field of language teacher education has seen a steady increase in theory, pedagogy, practice, and research. Despite these developments, this vibrant field requires a new conceptualisation and more comprehensive frameworks as teacher education becomes a complex and complicated discipline in its own right. Additionally, since teacher education in general and language teacher education in particular have been characterised as dehumanising (Carter Andrews, Bartelland, & Richmond 2016) and teachers have been subjected to ‘master-slave’ models in an age of ambiguity (Kubanyiova 2018), warning voices have been urging to capture the complexity and dynamicity of globalisation, marketisation and foreign/ second language (L2) teacher education programmes. Providing the field with these insights and hearing the voices, Kumaravadivelu writes an authoritative, timely volume titled Language Teacher Education for a Global Society: A Modular Model for Knowing, Analyzing, Recognizing, Doing, and Seeing. The first pedagogical mission of this book is to put forward a conceptual framework for ‘developing prospective and practicing teachers into strategic thinkers, exploratory researchers, and transformative teachers’ (cover page). Kumaravadivelu undertakes this mission with five modules: Knowing, Analysing, Recognising, Doing, and Seeing (henceforth KARDS). Another significant mission of the book is to help teachers understand
