Research Background: Initial Language Teacher Education (ILTE) has moved conceptually from technical-oriented visions to socio-cultural perspectives that integrate cultural, historical and institutional settings where teachers shape their professional identities. However, relevant discussion in the field indicates that ILTE configurations are grounded on conceptual frameworks that fail to represent the complex nature of teacher preparation.Gap in knowledge and Purpose of the study: In this systematic review we explore whether recent conceptual ILTE understandings are acknowledged in current research as this information is relevant for stakeholders in education.Method: For this reason, this systematic review aims at analysing what teacher education components are addressed in such research in nationally ranked academic journals from 2014 to 2019 and how those components were researched.Findings and value added: Findings indicate areas related to student teachers’ learning are still at the forefront in ILTE. Additionally, that area is still inquired from a disjoint and discreet perspective. Results also show growing discussion about the teacher as a person and contextual elements from a more holistic and interconnected perspective acknowledging the integrative nature of components affecting pre-service language teachers’ education.

中文翻译：

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初始语言教师教育：研究中确定的组成部分

研究背景：初始语言教师教育 (ILTE) 在概念上已经从以技术为导向的愿景转变为整合文化、历史和制度环境的社会文化视角，在这些环境中，教师塑造了他们的专业身份。然而，该领域的相关讨论表明，ILTE 配置基于无法代表教师准备的复杂性质的概念框架。知识差距和研究目的：在本系统综述中，我们探讨了最近对 ILTE 概念的理解是否在当前的研究，因为此信息与教育中的利益相关者相关。方法：出于这个原因，本系统综述旨在分析 2014 年至 2019 年全国排名学术期刊的此类研究中涉及哪些教师教育内容，以及这些内容是如何研究的。结果和增值：调查结果表明，与学生教师学习相关的领域仍处于最前沿在 ILTE。此外，仍然从不相交和谨慎的角度询问该领域。结果还显示，从更全面和相互关联的角度对教师作为个人和背景元素的讨论越来越多，承认影响职前语言教师教育的组成部分的综合性质。仍然从不连贯和谨慎的角度询问该领域。结果还显示，从更全面和相互关联的角度对教师作为个人和背景元素的讨论越来越多，承认影响职前语言教师教育的组成部分的综合性质。仍然从不连贯和谨慎的角度询问该领域。结果还显示，从更全面和相互关联的角度对教师作为个人和背景元素的讨论越来越多，承认影响职前语言教师教育的组成部分的综合性质。