Becoming and being language teacher educators: a collaborative reflexive account
Loading...
Date
2024-11-14
Open Access Location
Journal Title
Journal ISSN
Volume Title
Publisher
Taylor and Francis Group
Rights
(c) 2024 The Author/s
CC BY-NC-ND 4.0
CC BY-NC-ND 4.0
Abstract
In this study we employed reflexivity as a typology and a means to foster our own becoming and being as language teacher educators (LTEs). Specifically, drawing on reflexivity as mutual collaboration, we engaged in duoethnography where we were researcher-participants in each other’s narratives, with the capacity to be reflexive beings. We collaboratively inquired into our own and one another’s professional trajectories, demonstrating how our journeys of becoming and being LTEs were characterised by our social and linguistic identities, our work and interaction with language teachers, and the research and teaching praxis. Findings and discussion advocate a dialogue in the field, acknowledging the dispositions, challenges, and possibilities that reflexivity can offer for LTEs’ trajectories.
Description
Keywords
Duoethnography, reflexivity, language teacher educator(LTE), teacher education
Citation
Nguyen M, Qi GY. (2024). Becoming and being language teacher educators: a collaborative reflexive account. European Journal of Teacher Education. Latest Articles. (pp. 1-20).