Becoming and being language teacher educators: a collaborative reflexive account

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dc.citation.volumeLatest Articles
dc.contributor.authorNguyen M
dc.contributor.authorQi GY
dc.date.accessioned2024-11-21T01:36:38Z
dc.date.available2024-11-21T01:36:38Z
dc.date.issued2024-11-14
dc.description.abstractIn 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.
dc.description.confidentialfalse
dc.edition.edition2024
dc.format.pagination1-20
dc.identifier.citationNguyen M, Qi GY. (2024). Becoming and being language teacher educators: a collaborative reflexive account. European Journal of Teacher Education. Latest Articles. (pp. 1-20).
dc.identifier.doi10.1080/02619768.2024.2422823
dc.identifier.eissn1469-5928
dc.identifier.elements-typejournal-article
dc.identifier.issn0261-9768
dc.identifier.urihttps://mro.massey.ac.nz/handle/10179/72047
dc.languageEnglish
dc.publisherTaylor and Francis Group
dc.publisher.urihttps://www.tandfonline.com/doi/full/10.1080/02619768.2024.2422823
dc.relation.isPartOfEuropean Journal of Teacher Education
dc.rights(c) 2024 The Author/s
dc.rightsCC BY-NC-ND 4.0
dc.rights.urihttps://creativecommons.org/licenses/by-nc-nd/4.0/
dc.subjectDuoethnography
dc.subjectreflexivity
dc.subjectlanguage teacher educator(LTE)
dc.subjectteacher education
dc.titleBecoming and being language teacher educators: a collaborative reflexive account
dc.typeJournal article
pubs.elements-id492290
pubs.organisational-groupOther
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