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E-raamat: Methodological Issues and Reflexivity Practices in Qualitative Language Teacher Education Research

Edited by (The University of Texas at San Antonio, USA), Edited by (Minnesota State University, USA), Edited by , Edited by
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This volume brings together researchers from around the world, including Mexico, USA, China, Japan, Iran, Turkiye, Indonesia and the UAE, conducting qualitative research in the field of language teacher education.



This volume brings together researchers from around the world, including Mexico, USA, China, Japan, Iran, Turkiye, Indonesia and the UAE, conducting qualitative research in the field of language teacher education.

Each chapter highlights cutting-edge research in language teacher education with particular emphasis on non-traditional research methods, including autoethnography, narrative inquiry, participatory action research, and video-cued multivocal ethnography. The contributors discuss the methodological challenges experienced by the researcher(s) and participants in each study and share their recommendations for best practice. Discussion questions and research activities and assignments are included at the end of each chapter.

Designed for students at both the advanced undergraduate and graduate levels, this volume is an essential guide for researchers interested in qualitative research methods, language teacher education, reflexivity and researcher positionality.

Arvustused

This collection of chapters will be prized by language teacher educators and researchers who want to develop their own reflexive practices. Their students will find it to be an accessible guidebook for helping them on their journey to becoming reflexive researchers. And all readers will find chapter authors accounts of challenges, complications, and insights gained through the messy and sometimes risky process of conducting qualitative research process both reassuring and instructive.

- Elizabeth R. Miller, Professor of English at University of North Carolina at Charlotte

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.
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