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
RUI YUAN AND ICY LEE
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
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
7 Being a reflexive practitioner and scholar in TESOL: Methodological considerations
JUDY SHARKEY, MEGAN MADIGAN PEERCY, ANA SOLANO-CAMPOS, AND LAURA SCHALL-LECKRONE
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
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
Rui Yuan is an associate professor at the Faculty of Education of the University of Macau. His research focuses on teachers’ cognition, emotions and identities, as well as teacher educators’ professional practice and development in higher education. His publications have appeared in a number of international journals such as TESOL Quarterly and Teaching and Teacher education.
Icy Lee is a Professor at the Faculty of Education of the Chinese University of Hong Kong. Her publications have appeared in international journals such as the Journal of Second Language Writing, TESOL Quarterly, System, and Language Teaching Research. She is currently Principal Associate Editor of The Asia-Pacific Education Researcher.
This unique and impressive collection of papers offers a fascinating account of the factors that shape the professional development of TESOL teacher educators. Drawing on conceptually and empirically driven studies from many parts of the world the book provides a valuable account of research approaches used in developing the knowledge base of this developing field as well as raises important implications for the professional development of TESOL teacher educators.---Professor Jack Richards, University of Sydney, Australia
Research on teacher educators in the field of English language teaching is a sparse and under-resourced area. The editors, Rui Yuan and Icy Lee, have provided the field with a rich and dynamic compilation of work covering both the inner lives of language teacher educators and their innovative practices and insights. The book is likely to become an outstanding resource for anyone researching and working in this field and I recommend it wholeheartedly.---Professor Anne Burns, University of New South Wales, Australia
At last we have a book about the experiences and practices of TESOL teacher educators. This stunning collection of research-based chapters gives us a glimpse into the lives of TESOL teacher educators: their work, challenges, emotions, identities and their programs. Reporting from multiple geopolitical contexts, the contributors present very readable accounts of who TESOL teacher educators are and what they do. There is an enormous amount to be learned from this timely publication.---Professor Gary Barkhuizen, University of Auckland, New Zealand