Becoming and Being a TESOL Teacher Educator: Research and Practice (Routledge Research in Language Education)

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. Cover Half Title Series Page Title Page Copyright Page Table of Contents List of figures List of tables Preface List of contributors Introduction Who are TESOL teacher educators? Complexities and challenges faced by TESOL teacher educators Chapters in the book Conclusion References Part I: TESOL teacher educators’ inner world and their self-exploration Chapter 1: An exploration of TESOL teacher educators’ motivation Introduction Conceptual framework The study Findings and discussion Motives for becoming teacher educators Demotivating factors Sustaining motivation Conclusion References Chapter 2: Problematizing ‘messy’ research: A novice language teacher educator-researcher’s reflexive account Introduction Language teacher educator identity Negotiating ‘messy’ research through reflexive practice Methodology Participants Collecting and analyzing the data Results and discussion from the broader studies Lee’s reflexive methodological insights on the two studies Lee’s evolving language teacher educator identity and her acts of reflexivity Discussion and conclusion References Chapter 3: Back to school as a student teacher: Exploring tensions of a novice TESOL teacher educator’s professional development through self- Introduction Conceptual framework Methodology The research and teaching context Data generation Data analysis Tensions in the teaching practicum Conflicts between adhering to the plan and responding to learning opportunities The expected positioning as an education expert and a student teacher Ethical issues of being a student teacher and a researcher in the practicum schools Conclusion and implications References Chapter 4: An experienced Chinese EFL teacher educator’s beliefs about the essence of educational research Introduction Literature review The self-study Results My current beliefs about educational research Three stages of research belief change Stage 1 (1992–2006): ‘I need research competence to be a qualified university English teacher’ Stage 2 (2007–2013): “I need to publish internationally to establish my academic identity!” Stage 3 (2014–): ‘Research does not only illuminate problems, but also takes continuous collaborative actions to improve the status quo!’ Discussion Stages of research belief change My research belief change mechanisms Conclusions and implications Acknowledgments References Chapter 5: Teacher educators’ positionings of preservice teachers and self in the Australian TESOL education context Introduction TESOL TEs’ positionings Theoretical framework The study Findings and discussion Angela’s positionings as a TESOL specialist educator Joanne’s positionings as a practicum-focused educator Conclusion and recommendations Appendix 1: Semi-structuredinterview schedule References Chapter 6: Emotional reflexivity in language teacher education: Focusing on the role of emotion in teacher educator identity and pedagogy Introduction Emotion in language teaching Language teacher educator identity Theoretical frameworks: Emotional labor and reflexivity Methodology Self-study and autoethnography Autoethnographic narrative, reflection, and writing Exploring emotional reflexivity in language teacher education Teaching while marginalized Lack of standards and relevant discourse Emotion at the intersection of research, practice, and professional development Conclusion References Chapter 7: Being a reflexive practitioner and scholar in TESOL: Methodological considerations Introduction Bringing together two separate lines of inquiry The lack of scholarship on and by ELT educators A reflexive turn in applied linguistics Self-Łstudy in teacher education practices Examples of S-ŁSTEP: Four narratives Who we are Ana: Critical authoethnography Why is study of my own practice important? Conclusion References Part II TESOL teacher education program design and pedagogy Chapter 8: Preparing all teachers for ELLs?: Teacher educators’ voices and praxis Introduction Factors affecting teacher educators’ practices in ELL integration Methods Findings Teacher educators’ backgrounds and expertise Teacher educators’ reported coverage of ELL-Łrelated content in the curriculum Teacher educators’ instructional practices in addressing ELL-related content Profiles of two instructors’ perspectives and practices Jennifer Mateo Implications Resource support Professional support Leadership for structural changes Conclusion References Chapter 9: Teacher educators’ prior experiences as an affordance for pedagogical orientations toward TBLT Introduction Literature review The foundations of task-based language teaching The role of teacher educators in task-based language teacher education TEs’ pedagogical orientations and the influence of their prior experiences A holistic approach to understanding the teacher-educator- in-context The study Research settings and participants Data collection and analysis Findings Anh: TBLT in eclecticism Ha: Tasks combined with form-Łfocused instruction Doan: Practice-Łto-Łtheory approach in training TBLT Discussion Conclusion and implications References Chapter 10: Toward a practice-based approach in initial English language teacher education: Exploring the contemporary challenges of EFL teacher educators Introduction Literature review A practice-Łbased approach in foreign language teacher education Roles and challenges of TEs implementing a practice-based approach Essential knowledge for teacher educators Our self-study Rationale, context, and participants Data collection and analysis Findings and discussion Challenge 1: Disentangling our own beliefs as a teacher education team Challenge 2: Re-signifying our roles as TEs Challenge 3: Selecting and adapting suitable HLTPs Challenge 4: Enacting pedagogical practices to engage student teachers in practice Conclusions and limitations Recommendations for teacher educators Note References Chapter 11: Through you I see me: S-ŁSTEPping into a teacher educator’s identity through critical reflection Introduction Background to this self-study Literature review My understanding of critical reflection Shifting identities – It’s still me, I just see and do things a little different Teacher knowledge – A way to step into teacher educator identity Method Self-study – A valuable S-STEP in regenerating teacher educator identity The participant – Steps to becoming a teacher educator About the capstone project – A serendipitous step toward my self-study Data gathering and analysis for the self-study Findings and discussion Impact on practitioner knowledge about critical reflection Impact on researcher knowledge to explore critical reflection Impact on being a scholar about capstone experiences Conclusion – The next S-STEP References Chapter 12: Teacher educator identity negotiation as participant researcher: An autoethnography within TESOL teacher preparation Introduction Theoretical background on narrative approaches to teacher education Conceptual framework on teacher educator identity Autoethnography design Context and participants Methodology and data collection Procedures for data analysis Findings: Teacher educator’s narrative of becoming Teacher educator’s development alongside student-Łteachers’ narrated identities Transformative ways of becoming and knowing as a teacher educator Expanded identity understandings as teacher educator and inquirer Discussion Conclusion References Chapter 13: Multivocal teacher educator identity: A self-study of a language teacher educator’s use of critical autoethnography Introduction Teacher educator identity Critical autoethnographic narrative Methodology Data collection and analysis My researcher positionality Findings Constructing a new identity: Autoethnography coach Narrating Analyzing Composing Navigating the identity tensions: Researcher vs. teacher educator Weaving theory with story Modelling analysis Not an autoethnographer yet! Publishing as a goal of CAN (?) Discussion and conclusion Acknowldgment References Index