This book, informed by a situated, ecological perspective, offers insights into the lived experiences of TESOL teacher educators in diverse institutional and socio-cultural contexts.
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.
Introduction SECTION I TESOL teacher educators inner world and their
self-exploration 1 An exploration of TESOL teacher educators motivation 2
Problematizing messy research: A novice language teacher
educator-researchers reflexive account 3 Back to school as a student
teacher: Exploring tensions of a novice TESOL teacher educators professional
development through self-study 4 An experienced Chinese EFL teacher
educators beliefs about the essence of educational research 5 Teacher
educators positionings of preservice teachers and self in the Australian
TESOL education context 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 SECTION II TESOL teacher education program
design and pedagogy 8 Preparing All Teachers for ELLs?: Teacher Educators
Voices and Praxis 9 Teacher educators prior experiences as an affordance for
pedagogical orientations towards 10 Toward a practice-based approach in
initial English language teacher education: Exploring the contemporary
challenges of EFL teacher educators 11 Through you I see me: S-STEPping into
a teacher educators identity through critical reflection 12 Teacher educator
identity negotiation as participant researcher: An autoethnography within
TESOL teacher preparation 13 Multivocal Teacher Educator Identity: A
self-study of a language teacher educators 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.
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