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Probing professional identities of English Language Teacher Educators through collaborative study groups: Insights from a teacher educator team in Colombia
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Torres Rocha, JC. - : University of Exeter, 2022. : College of Sicial Sciences and international studies, 2022
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Abstract:
Monolithic views of language that privilege standard varieties of English, as well as technical and instrumental understandings of English teacher responsibilities have been increasingly critiqued by researchers interested in critical English teacher education and the promotion of Teaching English as an International Language (TEIL). A more holistic approach to teacher education, has been advocated instead, one that takes into consideration critical identity constructions and negotiations as part of English teacher education. An area of research that is often overlooked is that of English Language Teacher Educators (ELTEs), and their engagement with their own identities as ELTEs in a given context, which is of particular salience in post-colonial contexts. Thus, this study had the aim to examine how professional identities of ELTEs might evolve considering current socio-political factors surrounding TEIL in Colombia. Framed by an interpretive paradigm and a critical action research approach, this in-depth study explores how a group of 5 ELTEs have constructed and transformed their identity in a Colombian English Teacher Education institution. The study was focused on their ability to critically reflect on their identities by means of collaborative learning through small study groups, of which the author was a member. Three data collection methods were used: interviews to explore current ELTEs’ identities; 5 small-group study events as a method to raise awareness of tensions around EIL; and ELTEs’ reflective accounts to access the effect of the group experience in their identity construction. The main findings of this investigation showed some degree of change in ELTEs’ professional identities in relation to the use of English as an International Language (EIL), namely becoming more critical towards the politics of English and its implications at local and global levels, ELTEs’ emotional dimension showed paramount importance in the construction of their professional identities. Illustrating the on-going impact of this study design, participant ELTEs found new development and alternative research options in their own professional practices, such as using collaborative learning groups for their own professional development in their undergraduate language teacher programme at their institution. This indicates that a shift in ELTEs’ conception of English can trigger other changes in their political stance as well as their professional identities and practices. The findings of this study might be useful for ELTEs, language teacher programmes, and other educational stakeholders who oversee the policies of foreign languages (English) in Colombia and other (post-colonial) regions.
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Keyword:
Collaborative learning gruops; Critical identity construction; English as an international language; English language teacher educator identity; Post-colonial contexts
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URL: http://hdl.handle.net/10871/128430
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| 2 |
Between PIAAC and the new literacy studies. What adult education can learn from large-scale assessments without adopting the neo-liberal paradigm
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In: Münster ; New York : Waxmann 2021, 265 S. - (Alphabetisierung und Grundbildung; 14) (2021)
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| 3 |
Implementing Aistear – the Early Childhood Curriculum Framework across varied settings: Experiences of early years educators and infant primary school teachers in the Irish context
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| 4 |
INNOVATIVE TEACHING - LEARNING PRACTICES: AN INTEGRATIVE APPROACH OF FACILITATING CHANGE ...
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INNOVATIVE TEACHING - LEARNING PRACTICES: AN INTEGRATIVE APPROACH OF FACILITATING CHANGE ...
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| 6 |
The Predictive Relationship between Elementary Pre-service Teacher Praxis Subject Assessment Scores and Pedagogical Knowledge
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In: Doctoral Dissertations and Projects (2021)
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| 7 |
Disrupting and (re)envisioning Multilingualism from a Decolonial Lens: Learning with Transnational Asian Teacher Educators
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In: Georgia Educational Research Association Conference (2021)
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| 8 |
Enhancing Classroom Management Skills: Efficacy of a Supplemental Multi-Platform Intervention for Preservice Teachers
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In: Excelsior: Leadership in Teaching and Learning (2021)
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| 9 |
Developing as Culturally Responsive Mathematics Teacher Educators: Reviewing and Framing Perspectives in the Research
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In: Education Faculty Publications (2021)
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| 10 |
B-SFT: Beobachtungssystem zur Erfassung von Sprachfördertechniken im Kita- und Grundschulalltag ...
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SpraBi: Fragebogen und App zur Dokumentation sprachlicher Bildungsaktivitäten in der Kita ...
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| 12 |
SpraBi: Fragebogen und App zur Dokumentation sprachlicher Bildungsaktivitäten in der Kita
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In: Mackowiak, Katja [Hrsg.]; Beckerle, Christine [Hrsg.]; Gentrup, Sarah [Hrsg.]; Titz, Cora [Hrsg.]: Forschungsinstrumente im Kontext institutioneller (schrift-)sprachlicher Bildung. Bad Heilbrunn : Verlag Julius Klinkhardt 2020, S. 55-78 (2020)
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| 13 |
Vignetteninterview zur Erfassung des Sprachförderwissens pädagogischer Fachkräfte (VSW)
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In: Mackowiak, Katja [Hrsg.]; Beckerle, Christine [Hrsg.]; Gentrup, Sarah [Hrsg.]; Titz, Cora [Hrsg.]: Forschungsinstrumente im Kontext institutioneller (schrift-)sprachlicher Bildung. Bad Heilbrunn : Verlag Julius Klinkhardt 2020, S. 13-32 (2020)
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| 14 |
B-SFT: Beobachtungssystem zur Erfassung von Sprachfördertechniken im Kita- und Grundschulalltag
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In: Mackowiak, Katja [Hrsg.]; Beckerle, Christine [Hrsg.]; Gentrup, Sarah [Hrsg.]; Titz, Cora [Hrsg.]: Forschungsinstrumente im Kontext institutioneller (schrift-)sprachlicher Bildung. Bad Heilbrunn : Verlag Julius Klinkhardt 2020, S. 79-101 (2020)
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| 15 |
Einleitung: Instrumente zur Erfassung institutioneller (schrift-)sprachlicher Bildung
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In: Mackowiak, Katja [Hrsg.]; Beckerle, Christine [Hrsg.]; Gentrup, Sarah [Hrsg.]; Titz, Cora [Hrsg.]: Forschungsinstrumente im Kontext institutioneller (schrift-)sprachlicher Bildung. Bad Heilbrunn : Verlag Julius Klinkhardt 2020, S. 7-12 (2020)
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| 16 |
Kinder mit Deutsch als Zweitsprache am Übergang wirksam fördern. Eine enge Kooperation von Kitas und Schulen in der Sprachförderung zahlt sich aus
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In: KiTa aktuell. Bayern 32 (2020) 10, S. 241-243 (2020)
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| 17 |
Forschungsinstrumente im Kontext institutioneller (schrift-)sprachlicher Bildung
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In: Bad Heilbrunn : Verlag Julius Klinkhardt 2020, 159 S. (2020)
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| 18 |
Kinder mit Deutsch als Zweitsprache am Übergang wirksam fördern. Eine enge Kooperation von Kitas und Schulen in der Sprachförderung zahlt sich aus ...
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| 19 |
Adult literacies from the perspective of practitioners and their learners. A case study from the north of England
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In: European journal for Research on the Education and Learning of Adults 11 (2020) 1, S. 29-43 (2020)
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| 20 |
A quantitative analysis of educators' attitudes toward wellbeing promotion in Irish post-primary schools
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In: Other Resources (2020)
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