This dissertation consisting of three independent articles examines second language teacher education (SLTE) over the topics of pedagogy, mentorship, non-native second language teacher identity, and heritage language education. Following an introduction of how I came to this topic and related literature reviews, Chapter Two discusses the theoretical and practical application of Hans-Georg Gadamers philosophical hermeneutics, especially his concept of Bildung (self-cultivation,) to current SLTE pedagogy in relation to reflective practice. In Chapter Three, through critical reflection on my own mentoring practice with one of the second language teacher candidates, I will argue how important it is for teacher educators to be aware and to make effort to develop the dialogic quality of mentoring. Chapter Four, attends to a second language teacher candidates narratives on his practicum experience with heritage language learners to examine the struggles he encountered as a non-native Spanish teacher. Finally, I conclude this study with a discussion of limitations of these articles and with implications regarding SLTE research and practice.
