Original article | International Journal of Research in Teacher Education 2018, Vol. 9(4) 81-92
A Long Journey from Language Teaching Classroom to Teacher Education Classroom: Multiple Identities and Shifts of Second Language Teacher Educators
Nihal Goy
pp. 81 - 92 | Manu. Number: MANU-1811-21-0005
Published online: December 23, 2018 | Number of Views: 136 | Number of Download: 734
Abstract
Teacher identity has been a topic of interest in many studies on teacher education. However, expertise and identity of teacher educators has taken less attention. Like any other professional identity, teacher educator identity goes through a process of construction with various aspects of their sub-identities. This paper focuses on the identity shifts of new second language teacher educators coming from language teaching by discussing their personal and professional motives that drove them to be teacher educator, and their sub-identities constructed through their experiences and education. Retrospective narratives and interviews with three new teacher educators were analyzed and discussed with an interpretivist approach with links to the literature. Some key findings suggested that those second language educators had a dominant researcher identity in any context, so their transition did not have a significant effect on their identity, but their practices were affected from their earlier experiences.
Keywords: second language teacher educator, teacher identity, identity shifts
| How to Cite this Article? |
|---|
|
APA 6th edition Harvard Chicago 16th edition |
| References |
|---|
|
ATE [The Association of teacher educators in US] (2008). Teacher education standards. Winter Conference Standards Clinic, New Orleans, LA. Retrieved on from:http://www.ate1.org/pubs/uploads/materialstouse1.pdf Beauchamp, C., & Thomas, L. (2006). Imagination and reflection in teacher education: The development of professional identity from student teaching to beginning practice. Symposium Proceedings of the 4th International Conference on Imagination and Cambridge Journal of Education 187 Education, Opening Doors to Imaginative Education: Connecting Theory to Practice, Vancouver, British Columbia, July 2006 Bell, J. S. (2002). Narrative inquiry: More than just telling stories. TESOL Quarterly, 36, 207–213 Clandinin, D. J., & Connelly, F. M. (2000). Narrative inquiry: experience and story in qualitative research. San Francisco: Jossey-Bass Publishers.
Cole, A. L., & Knowles, J. G. (2000). Researching Teaching: Exploring professional development through reflexive inquiry. New York: Allyn & Bacon. Dinkelman, T. (2011). Forming a teacher educator identity: Uncertain standards, practice and relationships. Journal of Education for Teaching, 37, 309– 323. Dinkelman, T., Margolis, J., & Sikkenga, K. (2006). From teacher to teacher educator: experiences, expectations, and expatriation. Studying Teacher Education: A journal of self-study of teacher education practices, 2(1), 5–23. Ducharme, E. R. (1993). The lives of teacher educators. New York: Teachers College Press Engeström, Y., Miettinen, R., & Punamäki, R. L. (1999). Perspectives on activity theory. Cambridge: Cambridge University Press. European Commission (2013). Supporting teacher educators for better learning outcomes, Brussels: EC. Retrieved on from: http://ec.europa.eu/education/policy/school/doc/support-teacher-educators_en.pdf Hudson, L., and Ozanne, J. (1988). Alternative Ways of Seeking Knowledge in Consumer Research. Journal of Consumer Research, 14(4), 508–521. Izadinia, M. (2014). Teacher educators’ identity: a review of literature. European Journal of Teacher Education, 37(4), 426-441 Iwanicki, E. F. (1983). Toward Understanding and Alleviating Teacher Burnout. Theory into Practice, 22(1), 27-32 Khapova, S. N., Arthur, M. B., Wilderom, C. P. M., & Svensson, J. S. (2007). Professional identity as the key to career change intention. Career Development International, 12(7), 584-595. Khan, K. H. (2011). Becoming teacher educators in Pakistan: voices from the government colleges of education. Journal of Education for Teaching, 37(3), 325–335 Korthagen, F. A. J. (2004). In search of the essence of a good teacher: towards a more holistic approach in teacher education. Teaching and Teacher Education, 20(1), 77–97. Korthagen, F., Loughran, J. & Lunenberg, M. (2005). Teaching teachers—studies into the expertise of teacher educators. Teaching and Teacher Education, 21(2), 107–115. Koster, B. & Dengerink, J. J. (2001). Towards a professional standard for Dutch teacher educators. European Journal of Teacher Education, 24(3), 343–354. Koster, B., Korthagen, F.A.J., Wubbels, Th., & Hoornweg, J. (1996). Roles, competencies and training of teacher educators: A new challenge. In E. Befring (Ed.), Teacher education for quality, LoboGrafisk, Oslo, 397-411 Lortie, D. (1975). Schoolteacher: A sociological study. Chicago: University of Chicago Press. Loughran, J. (2006). Developing a pedagogy of teacher education. London: Falmer. Miller Marsh, M. (2002). Examining the discourses that shape our teacher identities. Curriculum Inquiry, 32, 453-469. Murray, J. (2005). Re-addressing the Priorities: New Teacher Educators and Induction into Higher Education. European Journal of Teacher Education, 28 (1): 67–85. Murray, J. & Male, T. (2005). Becoming a teacher educator: evidence from the field. Teaching and Teacher Education, 21(2), 125–142. Neuman, L. W. (2000). Social Research Methods: Qualitative and Quantitative Approaches (4th Ed.), USA: Allyn and Bacon. Olsen, B. & Buchanan, R. (2017). Everyone Wants You to Do Everything”: Investigating the Professional Identity Development of Teacher Educators. Teacher Education Quarterly, 44(1), 9-34 Schön, D. (1983). The Reflective Practitioner: How professionals think in action. London: Temple Smith Smith, K. (2005). Teacher educators’ expertise: what do novice teachers and teacher educators say? Teaching and Teacher Education, 21, 177–192 Southworth, G. (1995). Looking into primary headship: A research based interpretation. London: Blackwell.
Swennen, A., Jones, K., & Volman, M. (2010). Teacher educators: their identities, sub‐identities and implications for professional development. Professional Development in Education, 36(1-2), 131-148 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, 245– 260. Wood, D. & Borg, T. (2010). The Rocky Road: The journey from classroom teacher to teacher educator. Studying Teacher Education, 6(1), 17-28 Zeichner, K. (2005). Becoming a teacher educator: a personal perspective. Teaching and Teacher Education, 21(2), 117–124. |
