Overview

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.

Full Product Details

Author:   Darío Luis Banegas ,  Emily Edwards ,  Luis S. Villacañas de Castro
Publisher:   Multilingual Matters
Imprint:   Multilingual Matters
Dimensions:   Width: 15.60cm , Height: 1.70cm , Length: 23.40cm
Weight:   0.500kg
ISBN:  

9781788927710

ISBN 10:   1788927710
Pages:   240
Publication Date:   16 March 2022
Audience:   College/higher education ,  Professional and scholarly ,  Postgraduate, Research & Scholarly ,  Professional & Vocational
Format:   Hardback
Publisher's Status:   Active
Availability:   In Print  
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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

Reviews

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. * Willy A. Renandya, National Institute of Education, Nanyang Technological University, Singapore *

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. * Carlo Granados Beltran, Institucion Universitaria Colombo Americana, Colombia * 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. * Willy A. Renandya, National Institute of Education, Nanyang Technological University, Singapore *

Author Information

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.

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