E-raamat: Methodological Issues and Reflexivity Practices in Qualitative Language Teacher Education Research [Taylor & Francis e-raamat]

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-Researchers 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

Gloria Park is a Professor in the Graduate Studies in Composition & Applied Linguistics at Indiana University of Pennsylvania.

Oksana Moroz is an Assistant Professor of English and Director of Writing at Messiah University.

Sarah Henderson Lee is Chair and Professor of English at Minnesota State University, Mankato.

Bedrettin Yazan is Professor in the Department of Bicultural-Bilingual Studies at the University of Texas at San Antonio.