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Home > Society and Social Sciences > Education > Higher education, tertiary education > Teacher training > Professional Development through Teacher Research: Stories from Language Teacher Educators(102 New Perspectives on Language and Education)
Professional Development through Teacher Research: Stories from Language Teacher Educators(102 New Perspectives on Language and Education)

Professional Development through Teacher Research: Stories from Language Teacher Educators(102 New Perspectives on Language and Education)


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About the Book

Little is known about how language teacher educators become, and also develop professionally as, teachers of teachers. One avenue for teacher education professional development is that of teacher research, whereby teacher educators can not only improve their practices in their immediate context but also help develop transformative pedagogies in wider contexts by sharing their research. This volume aims to understand how language teacher educators around the world continue developing professionally by examining their own teaching practices. It seeks to understand the professional gains teacher educators see in conducting research with their own students/future teachers; to promote knowledge democratisation by including teacher educators from under-represented contexts such as Latin America and Africa; to examine language teacher educators' motivations to write for publication; and to reduce the gap between educational research and educational practice in BA and MA programmes in language teaching.

Table of Contents:
Tables and Figures Abbreviations Contributors Chapter 1. Darío Luis Banegas, Emily Edwards and Luis S. Villacañas de Castro: Introduction Chapter 2. Anh Tran: Promoting Pre-service Teachers’ Collaborative Reflective Practice: Voices from a TESOL Teacher Education Programme in Vietnam Chapter 3. Neil Johnson and Michael Hepworth: Ghosts in the Machine? Exploratory Teaching on a Distance Learning Development Project Chapter 4. Hongzhi Yang: Developing Languages Pre-service Teachers’ Epistemic Agency in Using Technology in Languages Teaching Chapter 5. María Gimena San Martín: Student-Teachers’ Beliefs and Emotions about an EFL Teaching Practicum: A Proposal to Support their Development Processes  Chapter 6. Alan Huang: Exploring the Ways in which Modern Languages Student-Teachers Conceptualise Practitioner Enquiry in Scotland Chapter 7. Bushra Ahmed Khurram: Engaging Students in Learning through Teacher Research Chapter 8. María Cristina Sarasa: Narrative Pedagogies in Argentinean University English Language Teacher Education Chapter 9. Paula A. Echeverri Sucerquia: Scaffolding Conscientisation and Praxis in Critical Language Teacher Education Chapter 10. Tammy Fajardo-Dack, Mónica Abad Célleri and Juanita Argudo Serrano: Supervising Student-Teachers’ Research: Between Reinforcing our Supervisor-Researcher Identities and Enabling Novice Teacher-Researchers Chapter 11. Liliana Cuesta Medina and Jermaine S. McDougald: Mapping Transformations in Teacher Education: Colombian Teachers’ Enactments through Mentoring Chapter 12. Nancy N. Kamweru and Alice Kiai: Teaching Oral Skills to Student-Teachers: A Visually Impaired Teacher Educator’s Experiences Chapter 13. Darío Luis Banegas, Emily Edwards and Luis S. Villacañas de Castro: Conclusion Index

About the Author :
Darío Luis Banegas is a Lecturer in Language Education in the Moray House School of Education and Sport, University of Edinburgh, UK. Emily Edwards is a Lecturer in Academic Language and Learning at the University of Technology, Sydney, Australia. Luis S. Villacañas de Castro lectures and researches in the Faculty of Education at the University of Valencia, Valencia, Spain.

Review :
This book provides rich and authentic accounts of the experience of language teacher educators from around the world as they reflect on various aspects of their professional growth through systematic inquiries, action research studies and other forms of research engagement. I highly recommend this book for both novice and experienced language teacher educators who wish to deepen and extend their own professional growth so that they too could continue to improve on their pedagogical practices. I found this great volume reinforced my beliefs as a teacher educator: First, the need to see language teachers as more than language instructors. Second, seeing language as a means of contributing to better societies. And third, the importance of research in constructing our own personal epistemologies and those of pre-service teachers as language pedagogues. Amid all the talk of teachers doing research in our field, the value of teacher educators researching their own practice has tended to be neglected. This book is therefore ground-breaking in bringing together accounts of teacher educator research from various contexts and in theorizing from these reports in interesting new ways.


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Product Details
  • ISBN-13: 9781788927710
  • Publisher: Multilingual Matters
  • Publisher Imprint: Multilingual Matters
  • Height: 234 mm
  • No of Pages: 240
  • Series Title: 102 New Perspectives on Language and Education
  • Sub Title: Stories from Language Teacher Educators
  • Width: 156 mm
  • ISBN-10: 1788927710
  • Publisher Date: 16 Mar 2022
  • Binding: Hardback
  • Language: English
  • Returnable: Y
  • Spine Width: 17 mm
  • Weight: 553 gr


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