Description
This book offers insights into the lived experiences (e.g., teaching, research, and practicum supervision) of TESOL teacher educators in diverse institutional and socio-cultural contexts. Informed by a situated, ecological perspective, it draws on a variety of research approaches (e.g., qualitative, action research, and self-study), and sheds light on how language teacher educators engage in daily practice and social interactions. This edited collection examines how TESOL educators cope with potential contextual obstacles (e.g., the theory-practice divide), and how they seek their continuing professional development in complex, shifting higher education settings.
The book offers critical and thoughtful reflections of current practice and policies in language education and higher education, and provides practical implications on the preparation and development of frontline language teachers.
Table of Contents
Introduction
RUI YUAN AND ICY LEE
PART I
TESOL teacher educators’ inner world and their self-exploration
1 An exploration of TESOL teacher educators’ motivation
DARÍO LUIS BANEGAS AND MARTA DEL POZO BEAMUD
2 Problematizing ‘messy’ research: A novice language teacher educator-researcher’s reflexive account
LEE HER, CURTIS GREEN-ENEIX, AND PETER I. DE COSTA
3 Back to school as a student teacher: Exploring tensions of a novice TESOL teacher educator’s professional development through self-study
KEVIN WAI HO YUNG
4 An experienced Chinese EFL teacher educator’s beliefs about the essence of educational research
CHUNMEI YAN
5 Teacher educators’ positionings of preservice teachers and self in the Australian TESOL education context
MINH HUE NGUYEN
6 Emotional reflexivity in language teacher education: Focusing on the role of emotion in teacher educator identity and pedagogy
JUYOUNG SONG
7 Being a reflexive practitioner and scholar in TESOL: Methodological considerations
JUDY SHARKEY, MEGAN MADIGAN PEERCY, ANA SOLANO-CAMPOS, AND LAURA SCHALL-LECKRONE
PART II
TESOL teacher education program design and pedagogy
8 Preparing all teachers for ELLs?: Teacher educators’ voices and praxis
GUOFANG LI AND YUE BIAN
9 Teacher educators’ prior experiences as an affordance for pedagogical orientations toward TBLT
KHANH-LINH TRAN-DANG AND MINH HUE NGUYEN
10 Toward a practice-based approach in initial English language teacher education: Exploring the contemporary challenges of EFL teacher educators
MALBA BARAHONA, KATHARINA GLAS, AND ENZO PESCARA
11 Through you I see me: S-STEPping into a teacher educator’s identity through critical reflection
MARK FRASER
12 Teacher educator identity negotiation as participant researcher: An autoethnography within TESOL teacher preparation
MARÍA CRISTINA SARASA
13 Multivocal teacher educator identity: A self-study of a language teacher educator’s use of critical autoethnography
BEDRETTIN YAZAN
Index
