Intersectionality in language teacher education: a systematic literature review
Language Culture and Curriculum,
Год журнала:
2025,
Номер
unknown, С. 1 - 17
Опубликована: Фев. 21, 2025
Язык: Английский
Exploring transnationality as a resource for promoting social justice in language teacher identity construction: Insights from an inquiry group
Teaching and Teacher Education,
Год журнала:
2023,
Номер
137, С. 104398 - 104398
Опубликована: Ноя. 2, 2023
Язык: Английский
“I felt like I was being judged…”: A duoethnography exploring international language teacher educator identities
TESOL Journal,
Год журнала:
2024,
Номер
unknown
Опубликована: Ноя. 1, 2024
Abstract
Given
the
need
to
explore
nature
of
language
teacher
educator
(LTE)
identities,
this
duoethnography
centers
identity
journeys
three
educators—Lu,
Yuseva,
and
Zhenjie—as
they
evolved
together
in
dialogue
with
their
advisor,
Francis.
To
end,
began
central
task,
Language
Use
Profile—part
foundations
course
education
programs
development.
As
a
point
departure
for
duoethnography,
task
allowed
them
examine
understandings
bi−/multilingual
use,
ideologies,
subsequently
engage
dialogic
spiral
that
centered
“reciprocity,
care,
critical
listening
research
activities”
(San
Pedro
&
Kinloch,
2017,
p.
391S).
Their
findings
importance
these
spaces
LTE
development
as
means
centering
identities
doctoral
programs,
particular
better
support
educators
ways
are
both
humanizing
acknowledge
complex
work
do.
Язык: Английский
Identity position and pedagogical agency negotiation in teaching EAP writing: A case study
Language Teaching Research,
Год журнала:
2023,
Номер
unknown
Опубликована: Окт. 28, 2023
In
language
education,
little
classroom-based
research
has
been
conducted
regarding
novice
teachers
of
English
for
academic
purposes
(EAP),
and
even
less
on
teaching
EAP
at
graduate
level
assistants
(GTAs),
a
significant
but
overlooked
teacher
population
universities.
Thus,
this
ethnographic
case
study
focuses
the
exploration
GTA’s
self-positioning
in
graduate-level
composition
class,
with
which
he
was
unfamiliar
as
taught
it
first
time.
Classroom
field
notes,
audio-recordings,
interviews,
addition
to
supportive
data,
were
collected
analysed
through
lens
positioning
agency.
The
analysis
data
revealed
that
took
up
three
core
identity
positions:
considerate
second
(ESL),
an
experienced
knowledgeable
researcher,
limited
writing
teacher.
findings
further
indicated
possession
or
lack
knowledge
research,
writing,
students,
genre
pedagogy
influenced
teacher’s
agency
constructing
positions
making
pedagogical
decisions.
contributes
investigation
explores
relationship
among
knowledge,
positions,
bears
implications
professional
training.
Язык: Английский