Given the varied roles Language for Specific Purposes (LSP) teachers typically\nplay and the demanding nature of LSP teaching, the literature on teacher\neducation for LSP is surprisingly limited. This paper examines the literature on\nLSP teacher education including literature on teacher education in English for\nSpecific Purposes (ESP) and English for Academic Purposes (EAP). The\nIntroduction discusses the needs of LSP teachers, whose work typically involves\ninvestigating needs and specialist discourse, developing courses and materials as\nwell as classroom teaching. It is argued that teacher needs are an important basis\nfor determining content for LSP teacher education programmes and that further\nresearch is needed to identify these needs. Section 2 identifies themes in the\nexisting literature. It focuses on two themes in particular, the role of specialised\nknowledge and suggestions for the content of the teacher education\nprogramme. Section 3 discusses models of teacher education with particular\nreference to LSP in-service contexts. Section 4 identifies gaps in the literature\nand suggests topics for the research agenda to develop understanding of the\nnature of LSP teaching expertise
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