Element contents
Series: Elements in Language Teaching
Language Teacher Educator Identity
Published online by Cambridge University Press: 17 February 2021
Summary
The author examines who language teacher educators are in the field of language teaching and learning. This includes a description of the different types of language teacher educators working in a range of professional and institutional contexts, an analysis of the reflections of a group of experienced English teacher educators working in Colombia and enrolled in a doctoral program to continue their professional development, and an exposition of the work that language teacher educators do, particularly in the domains of pedagogy, research, and service and leadership (institutional and community). All of this is done with the aim of understanding the identities that language teacher educators negotiate and are ascribed in their working contexts. The author emphasizes the need for research to pay attention to the lives and work of language teacher educators, and offers forty research questions as an indication of possible future research directions.
Keywords
- Type
- Element
- Information
- Series: Elements in Language TeachingOnline ISBN: 9781108874083Publisher: Cambridge University PressPrint publication: 18 March 2021
References
6 References
Al-Issa, A. S. M. (2017). Qualities of the professional English language teacher educator: Implications for achieving quality and accountability. Cogent Education, 4, 1326652. https://doi.org/10.1080/2331186X.2017.1326652.Google Scholar
Amott, P., & Ang, L. (2020). (Re)thinking teacher educator professional identity. In M. A. Peters (Ed.), Encyclopedia of Teacher Education (pp. 1–6). https://doi.org/10.1007/978–981-13–1179-6_381–1.CrossRefGoogle Scholar
Barkhuizen, G. (2002). Beginning to lecture at university: A complex web of socialisation patterns. Higher Education Research and Development, 21(1), 93–109.CrossRefGoogle Scholar
Barkhuizen, G. (2016). A short story approach to analyzing teacher (imagined) identities over time. TESOL Quarterly, 50(3), 655–83.Google Scholar
Barkhuizen, G. (Ed.) (2017). Reflections on Language Teacher Identity Research. New York: Routledge.Google Scholar
Barkhuizen, G. (2019a). Teacher identity. In Walsh, S. & Mann, S. (Eds.), The Routledge Handbook of English Language Teacher Education (pp. 536–52). Abingdon: Routledge.Google Scholar
Barkhuizen, G. (Ed.) (2019b). Qualitative Research Topics in Language Teacher Education. New York: Routledge.Google Scholar
Barkhuizen, G. (2020a). Identity dilemmas of a teacher (educator) researcher: Teacher research versus academic institutional research. Educational Action Research. https://doi.org/10.1080/09650792.2020.1842779.Google Scholar
Barkhuizen, G. (2020b). Core dimensions of narrative inquiry. In McKinley, J. & Rose, H. (Eds.), The Routledge Handbook of Research Methods in Applied Linguistics (pp. 188–98). Abingdon: Routledge.Google Scholar
Bégin, C., & Gérard, L. (2013). The role of supervisors in light of the experience of doctoral students. Policy Futures in Education, 11(3), 267–76.CrossRefGoogle Scholar
Békés, E. A. (2020). Supporting Ecuadorian teachers in their classroom research: Reflections on becoming a research mentor. English Language Teaching and Research Journal, 2(1), 27–45.Google Scholar
Billot, J. (2010). The imagined and the real: Identifying the tensions for academic identity. Higher Education Research and Development, 29(6), 709–21.CrossRefGoogle Scholar
Block, D. (2013). Issues in language and identity research in applied linguistics. Estudios Lingüística Inglesa Aplicada, 13, 11–46.Google Scholar
Bolitho, R. (2020, February). Stages in an English teacher’s career and some of the dilemmas and questions that accompany each stage. Humanising Language Teaching, 4–8. www.hltmag.co.uk/feb2020/rethinking-language-teacher-training (last accessed 9 April 2020).Google Scholar
Boylan, M., & Woolsey, I. (2015). Teacher education for social justice: Mapping identity spaces. Teaching and Teacher Education, 46, 62–71.Google Scholar
Brancard, R., & QuinnWilliams, J. (2012). Learning labs: Collaborations for transformative teacher learning. TESOL Journal, 3(3), 320–49.CrossRefGoogle Scholar
British Council (2017). Continuing Professional Development (CPD) Framework for Teacher Educators. www.teachingenglish.org.uk/sites/teacheng/files/Teacher%20Educator%20Framework%20FINAL%20WEBv1.pdf (last accessed 10 March 2020).Google Scholar
Bullough, R. V. (2005). Being and becoming a mentor: School-based teacher educators and teacher educator identity. Teaching and Teacher Education, 21(2), 143–55.Google Scholar
Canagarajah, S. (2017). Multilingual identity in teaching multilingual writing. In Barkhuizen, G. (Ed.), Reflections on Language Teacher Identity Research (pp. 67–73). New York: Routledge.Google Scholar
Casanave, C. P., & Schecter, S. R. (Eds.) (1997). On Becoming a Language Educator: Personal Essays on Professional Development. Mahwah, NJ: Lawrence Erlbaum.Google Scholar
Chase, S. E. (2003). Learning to listen: Narrative principles in a qualitative research methods course. In Josselson, R., Lieblich, A., & McAdams, D. P. (Eds.), Up Close and Personal: The Teaching and Learning of Narrative Research (pp. 79–99). Washington DC: American Psychological Association.Google Scholar
Clarke, M. A. (2019). Creating contexts for teacher development. In Walsh, S. & Mann, S. (Eds.), The Routledge Handbook of English Language Teacher Education (pp. 365–82). Abingdon: Routledge.Google Scholar
Cochran-Smith, M. (2005). Teacher educators as researchers: Multiple perspectives. Teaching and Teacher Education, 21, 219–25.CrossRefGoogle Scholar
Darvin, R., & Norton, B. (2015). Identity and a model of investment in applied linguistics. Annual Review of Applied Linguistics, 35, 36–56.Google Scholar
Davey, R. (2013). The Professional Identity of Teacher Educators: Career on the Cusp? Abingdon: Routledge.CrossRefGoogle Scholar
Day, C. (1999). Developing Teachers: The Challenges of Lifelong Learning. London: Falmer Press.Google Scholar
De Costa, P. I., & Norton, B. (2017). Introduction: Identity, transdisciplinarity, and the good language teacher. The Modern Language Journal, 101(S), 3–14.Google Scholar
De Stefani, M. (2019). Leadership and language teacher development. In Walsh, S. & Mann, S. (Eds.), The Routledge Handbook of English Language Teacher Education (pp. 596–610). Abingdon: Routledge.Google Scholar
Dinkelman, T. (2011). Forming a teacher educator identity: Uncertain standards, practices and relationships. Journal of Education and Teaching, 37, 309–23.Google Scholar
Domínguez, M. (2019). Decolonial innovation in teacher development: Praxis beyond the colonial zero-point. Journal of Education and Teaching, 45(1), 47–62.Google Scholar
Donato, R. (2017). Becoming a language teaching professional: What’s identity got to do with it? In Barkhuizen, G. (Ed.), Reflections on Language Teacher Identity Research (pp. 24–30). New York: Routledge.Google Scholar
Douglas Fir Group (2016). A transdisciplinary framework for SLA in a multilingual world. The Modern Language Journal, 100(S), 19–47.CrossRefGoogle Scholar
Fanselow, J. F., & Hiratsuka, T. (2019). Suggestions for teacher educators from a gentle iconoclast and a fellow explorer. In Walsh, S. & Mann, S. (Eds.), The Routledge Handbook of English Language Teacher Education (pp. 96–108). Abingdon: Routledge.Google Scholar
Farrell, T. S. C. (2008). Here’s the book, go teach the class: ELT practicum support. RELC Journal, 39, 226–41.CrossRefGoogle Scholar
Farrell, T. S. C. (Ed.) (2015). International Perspectives on English Language Teacher Education: Innovations From the Field. Basingstoke: Palgrave Macmillan.Google Scholar
Farrell, T. S. C. (2018). Second language teacher education and future directions. In Liontas, J. I. (Ed.), The TESOL Encyclopedia of English Language Teaching. Hoboken, NJ: John Wiley & Sons. https://doi.org/10.1002/9781118784235.eelt0922.Google Scholar
Farrell, T. S. C., Baurain, B., & Lewis, M. (2020). ‘We teach who we are’: Contemplation, reflective practice and spirituality in TESOL. RELC Journal, May. https://doi.org/10.1177/0033688220915647.Google Scholar
Freeman, D. (1989). Teacher training, development, and decision making: A model of teaching and related strategies for language teacher education. TESOL Quarterly, 23(1), 27–45.Google Scholar
Freeman, D. (2016). Educating Second Language Teachers. Oxford: Oxford University Press.Google Scholar
Freeman, D., Webre, A.-C., & Epperson, M. (2019). What counts as knowledge in English language teaching? In Walsh, S. & Mann, S. (Eds.), The Routledge Handbook of English Language Teacher Education (pp. 13–24). Abingdon: Routledge.Google Scholar
Gao, X. (2019). The Douglas Fir Group Framework as a resource map for language teacher education. The Modern Language Journal, 103(S1), 161–6.Google Scholar
Gee, J. P. (2000). Identity as an analytic lens for research in education. Review of Research in Education, 25, 99–125.Google Scholar
Gkonou, C., & Miller, E. R. (2020). ‘Critical incidents’ in language teachers’ narratives of emotional experience. In Gkonou, C., Dewaele, J.-M. & King, J. (Eds.), The Emotional Rollercoaster of Language Teaching (pp. 131–49). Bristol: Multilingual Matters.Google Scholar
Golombek, P. R. (2017). Innovating my thinking and practices as a language teacher educator through my work as a researcher. In Gregersen, T. S. & MacIntyre, P. D. (Eds.), Innovative Practices in Language Teacher Education (pp. 15–31). Rotterdam, The Netherlands: Springer.Google Scholar
Gómez-Vásquez, L. Y., & Guerrero Nieto, C. H. (2018). Non-native English speaking teachers’ subjectivities and Colombian language policies: A narrative study. Profile, 29(2), 51–64.CrossRefGoogle Scholar
Goodwin, A. L., Smith, L., Souto-Manning, M., Cheruvu, R., Tan, M. Y., Reed, R., & Taveras, L. (2014). What should teacher educators know and be able to do? Perspectives from practicing teacher educators. Journal of Teacher Education, 65(4), 284–302.Google Scholar
Grassick, L. (2019). Supporting the development of primary in-service teacher educators. ELT Journal, 73(4), 428–37.CrossRefGoogle Scholar
Gray, J., & Morton, T. (2018). Social Interaction and English Language Teacher Identity. Edinburgh: Edinburgh University Press.Google Scholar
Hacker, P. (2008). Understanding the nature of language teacher educator learning: Substance, narrative essence, and contextual reality. Unpublished doctoral thesis, University of Auckland, New Zealand.Google Scholar
Halse, C. (2011). Becoming a supervisor: The impact of doctoral supervision on supervisors’ learning. Studies in Higher Education, 36(5), 557–70.CrossRefGoogle Scholar
Halse, C., & Mowbray, S. (2011). The impact of the doctorate. Studies in Higher Education, 36, 513–25.Google Scholar
Hayes, D. (2005). Exploring the lives of non-native speaking English educators in Sri Lanka. Teachers and Teaching: Theory and Practice, 11(2), 169–94.CrossRefGoogle Scholar
Hayes, D. (2019). Continuing professional development/continuous professional learning for English language teachers. In Walsh, S. & Mann, S. (Eds.), The Routledge Handbook of English Language Teacher Education (pp. 155–68). Abingdon: Routledge.Google Scholar
Hökkä, P., Vähäsantanen, K., & Mahlakaarto, S. (2017). Teacher educators’ collective professional agency and identity: Transforming marginality to strength. Teaching and Teacher Education, 63, 36–46.Google Scholar
Johnson, K. E., & Golombek, P. (2020). Informing and transforming language teacher education pedagogy. Language Teaching Research, 24(1), 116–27.CrossRefGoogle Scholar
Kani, Z. G. (2014). English language teacher educators’ ‘real world’ approaches to professional learning. Procedia: Social and Behavioral Sciences, 116, 4080–5.Google Scholar
Kanno, Y., & Stuart, C. (2011). Learning to become a second language teacher: Identities-in-practice. The Modern Language Journal, 95(2), 236–52.Google Scholar
Kramp, M. K. (2004). Exploring life and experience through narrative inquiry. In deMarrais, K. & Lapan, S. D. (Eds.), Foundations for Research: Methods of Inquiry in Education and the Social Sciences (pp. 103–21). Mahwah, NJ: Erlbaum.Google Scholar
Kramsch, C. J. (2013). Afterword. In Norton, B., Identity and Language Learning: Extending the Conversation (2nd edition) (pp. 192–201). Bristol: Multilingual Matters.CrossRefGoogle Scholar
Kubanyiova, M. (2020). Language teacher education in the age of ambiguity: Educating responsive meaning makers in the world. Language Teaching Research, 24(1), 49–59.Google Scholar
Lindahl, K., & Yazan, B. (Eds.) (2019). Special issue of TESOL Journal. An identity-oriented lens to TESOL teachers’ lives: From teacher education to classroom contexts. TESOL Journal, 10(4). https://doi.org/10.1002/tesj.506.Google Scholar
Lortie, D. C. (1975). Schoolteacher: A Sociological Study. Chicago, IL: University of Chicago Press.Google Scholar
Loughran, J. (2014). Professionally developing as a teacher educator. Journal of Teacher Education, 65(4), 271–83.Google Scholar
Lunenberg, M., Dengerink, J., & Korthagen, F. (2014). The Professional Teacher Educator: Roles, Behaviour, and Professional Development of Teacher Educators. Rotterdam, The Netherlands: Sense Publishers.CrossRefGoogle Scholar
Lunenberg, M., Korthagen, F., & Swennen, A. (2007). The teacher educator as a role model. Teaching and Teacher Education, 23, 586–601.Google Scholar
Maley, A. (Ed.) (2019). Developing Expertise Through Experience. London: British Council.Google Scholar
Malm, B. (2020). On the complexities of educating student teachers: Teacher educators’ views on contemporary challenges to their profession. Journal of Education for Teaching, 46(3), 351–64.Google Scholar
McKeon, F., & Harrison, J. (2010). Developing pedagogical practice and professional identities of beginning teacher educators. Professional Development in Education, 36(1–2), 25–44.Google Scholar
Mendieta, J., & Barkhuizen, G. (2020). Blended language learning in the Colombian context: A narrative inquiry of teacher ownership of curriculum change. Computer Assisted Language Learning 33(3), 176–96.Google Scholar
Miller, E. R., & Gkonou, C. (2018). Language teacher agency, emotion labor and emotional rewards in tertiary-level English language classes. System: An International Journal of Educational Technology and Applied Linguistics, 79, 49–59.Google Scholar
Miller, E. R., Morgan, B., & Medina, A. L. (2017). Exploring English teacher identity work as ethical self-formation. The Modern Language Journal, 101(S1), 91–105.Google Scholar
Moradkhani, S., Akbari, R., Samar, R. G., & Kiany, G. R. (2013). English language teacher educators’ pedagogical knowledge base: The macro and micro categories. Australian Journal of Teacher Education, 38(10), 123–41.Google Scholar
Morgan, B. (2004). Teacher identity as pedagogy: Towards a field-internal conceptualisation in bilingual and second language education. International Journal of Bilingual Education and Bilingualism, 7, 172–88.CrossRefGoogle Scholar
Motha, S. (2014). Race, Empire, and English Language Teaching: Creating Responsible and Ethical Anti-Racist Practices. New York: Teachers College Press.Google Scholar
Motteram, G., & Dawson, S. (2019). Resilience and Language Teacher Development in Challenging Contexts: Supporting Teachers Through Social Media. London: British Council.Google Scholar
Murray, J., & Male, T. (2005). Becoming a teacher educator: Evidence from the field. Teaching and Teacher Education, 21, 125–42.Google Scholar
Nagatomo, D. H. (2012). Exploring Japanese University English Teachers’ Professional Identity. Bristol: Multilingual Matters.Google Scholar
Nelson, C. D. (2017). Identity dilemmas and research agendas. In Barkhuizen, G. (Ed.), Reflections on Language Teacher Identity Research (pp. 234–9). New York: Routledge.Google Scholar
Nguyen, H. T. M. (2017). Models of Mentoring in Language Teacher Education. Cham, Switzerland: Springer.Google Scholar
Norton, B. (2013). Identity and Language Learning: Extending the Conversation (2nd edition). Bristol: Multilingual Matters.Google Scholar
Padwad, A., & Parnham, J. (2019). Teacher networks in the wild: Alternative ways of professional development. In Walsh, S. & Mann, S. (Eds.), The Routledge Handbook of English Language Teacher Education (pp. 553–69). Abingdon: Routledge.Google Scholar
Peercy, M. M., & Sharkey, J. (2020). Missing a S-STEP? How self-study of teacher education practice can support the language teacher education knowledge base. Language Teaching Research, 24(1), 105–15.Google Scholar
Peercy, M. M., Sharkey, J., Baecher, L., Motha, S., & Varghese, M. (2019). Exploring TESOL teacher educators as learners and reflective scholars: A shared narrative inquiry. TESOL Journal, 10(4), e482. https://doi.org/10.1002/tesj.482.Google Scholar
Pereira, F., Lopes, A., & Marta, M. (2015). Being a teacher educator: Professional identities and conceptions of professional education. Educational Research, 57(4), 451–69.Google Scholar
Richards, J., & Farrell, T. (2005). Professional Development for Language Teachers: Strategies for Teacher Learning. Cambridge: Cambridge University Press.Google Scholar
Shah, S. R. (2017). The significance of teacher leadership in TESOL: A theoretical perspective. Arab World English Journal, 8(4), 240–58.CrossRefGoogle Scholar
Smith, J., Rattray, J., Peseta, T., & Loads, D. (2016). Identity Work in the Contemporary University: Exploring an Uneasy Profession. Rotterdam, The Netherlands: Sense Publishers.Google Scholar
Smith, K. (2005). Teacher educators’ expertise: What do novice teachers and teacher educators say? Teaching and Teacher Education, 21, 177–92.Google Scholar
Smith, R. (2020). Mentoring Teachers to Research Their Classrooms: A Practical Handbook. New Delhi, India: The British Council.Google Scholar
Teemant, A. (2020). Reframing the space between: Teachers and learners in context. Language Teaching Research, 24(1), 82–93.Google Scholar
Trent, J. (2013). Becoming a teacher educator: The multiple boundary-crossing experiences of beginning teacher educators. Journal of Teacher Education, 64(3), 262–75.Google Scholar
Vaillant, D. (2011). Preparing teachers for inclusive education in Latin America. Prospects, 41(3), 385–98.Google Scholar
Vanassche, E., & Kelchtermans, G. (2016). A narrative analysis of a teacher educator’s professional learning journey. European Journal of Teacher Education, 39(3), 355–67.Google Scholar
Van Lankveld, T., Schoonenboom, J., Volman, M., Croiset, G., & Beishuizen, J. (2017). Developing a teacher identity in the university context: A systematic review of the literature. Higher Education Research and Development, 36(2), 325–42.CrossRefGoogle Scholar
Varghese, M. (2017). Language teacher educator identity and language teacher identity: Towards a social justice perspective. In Barkhuizen, G. (Ed.), Reflections on Language Teacher Identity Research (pp. 43–8). New York: Routledge.Google Scholar
Varghese, M., Motha, S., Trent, J., Park, G., & Reeves, J. (Eds.) (2016). Language teacher identity in multilingual settings (Special issue). TESOL Quarterly, 50(3), 541–783.Google Scholar
Viáfara, J. J., & Largo, J. D. (2018). Colombian English teachers’ professional development: The case of master programs. Profile, 20(1), 103–19.Google Scholar
Wang, H., & Mantero, M. (2018). International teaching assistants’ professional identity development in the United States: A multiple case study perspective. EFL Journal, 3(1), 23–43.Google Scholar
Wilches, J. A. U., Medina, J. M. O., & Gutiérrez, C. (2018). Indigenous students learning English in higher education: Challenges and hopes. Íkala, Journal of Language and Culture, 23, 229–54.Google Scholar
Williams, J. (2014). Teacher educator professional learning in the third space: Implications for identity and practice. Journal of Teacher Education, 65(4), 315–26.Google Scholar
Williams, J., Ritter, J., & Bullock, S. M. (2012). Understanding the complexity of becoming a teacher educator: Experience, belonging, and practice within a professional learning community. Studying Teacher Education, 8(3), 245–60.Google Scholar
Wood, D., & Borg, T. (2010). The rocky road: The journey from classroom teacher to teacher educator. Studying Teacher Education, 6(1), 17–28.CrossRefGoogle Scholar
Wright, T. (2010). Second language teacher education: Review of recent research on practice. Language Teaching, 43(3), 259–96.Google Scholar
Wright, T., & Bolitho, R. (2007). Trainer Development. www.lulu.com (last accessed 18 July 2020).Google Scholar
Yan, C., & He, C. (2010). Transforming the existing model of teaching practicum: A study of Chinese EFL student teachers’ perceptions. Journal of Education for Teaching, 36(1), 57–73.Google Scholar
Yazan, B. (2018). TESL teacher educators’ professional self-development, identity, and agency. TESL Canada Journal, 35(2), 140–55.Google Scholar
Yazan, B. (2019). Identities and ideologies in a language teacher candidate’s autoethnography: Making meaning of stories experience. TESOL Journal, 10(4), e500. https://doi.org/10.1002/tesj.500.Google Scholar
Yazan, B., & Lindahl, K. (Eds.) (2020). Language Teacher Identity in TESOL: Teacher Education and Practice as Identity Work. New York: Routledge.Google Scholar
Zeichner, K. (2010). Rethinking the connections between campus courses and field experiences in college- and university-based teacher education. Journal of Teacher Education, 61(1–2), 89–99.Google Scholar
- 35
- Cited by