Full Description
This volume brings together researchers from around the world, including Mexico, USA, China, Japan, Iran, Turkiye, Indonesia and the UAE, conducting qualitative research in the field of language teacher education.
Each chapter highlights cutting-edge research in language teacher education with particular emphasis on non-traditional research methods, including autoethnography, narrative inquiry, participatory action research, and video-cued multivocal ethnography. The contributors discuss the methodological challenges experienced by the researcher(s) and participants in each study and share their recommendations for best practice. Discussion questions and research activities and assignments are included at the end of each chapter.
Designed for students at both the advanced undergraduate and graduate levels, this volume is an essential guide for researchers interested in qualitative research methods, language teacher education, reflexivity and researcher positionality.
Contents
Introduction: Interrogating Researcher Selves: Embracing Complexity, Navigating Messiness, and Practicing Reflexivity of Qualitative Research in Language Teacher Education Section I: Participatory Action Research 1. Navigating the Complexities: Becoming a Community-Based Participatory Action Researcher and English Language Teacher alongside Resettled Refugee Youth 2. Negotiating with Co-Researchers and Other Moves from Participatory Action Research Section II: Critical and Feminist Inquiry 3. Becoming a Researcher on the Inside from the Outside: Epistemological and Personal Reflexivity of a Lebanese Muslim Teacher-Scholar 4. Methodological Reflections of Reflexivity as a Portraitist 5. Foregrounding relationships and the material world in qualitative research on feminist transnational English teacher education Section III: Classroom Based Inquiry 6. Navigating Dual Roles: A Teacher-Researcher's Reflexivity Journey in a College Composition Classroom 7. Becoming a Vygotskian Language Teacher Educator and Researcher through Interventionist Inquiry 8. Working Collaboratively Across Hierarchical Institutional Titles: Elevating Voices and Experiences of PSTs Section IV: Collaborative Inquiry 9. Language Ideologies and Reflective Thinking in Multilingual Language Education: Insights from Video-Cued Multivocal Ethnography 10. Researching within a Collaborative Qualitative Approach in a BA Program in Language Teaching at a Public University in Oaxaca, Mexico: Challenges and Benefits 11. Reflexive Qualitative Inquiry into Emotioncy and Teacher Identity in Afghanistan Section V: Autoethnographies 12. Teacher Agency in CLIL Policy Implementation: Constructing a Transformative Collegial Space Through Collective Autoethnography 13. Pracademic Identities and Trajectories: An Autoethnographic Reflection of a Community College-Based English Language Educator 14. Critical Autoethnographic Narrative as a Self-Reflexivity Component of a Qualitative Research Course in TESOL Teacher Education 15. Complexity and messiness in a language teacher identity study: Takeaways from exploring teacher disposition through autoethnography Afterword: Some Thoughts on Reflexivity in Language Teacher Education Research: An Afterword
