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.
Table des matières
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. Mc Dougald: 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
A propos de l’auteur
Luis S. Villacañas de Castro is Professor and Vice-Dean at the University of Valencia, Valencia, Spain.
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