Becoming and being language teacher educators: a collaborative reflexive account.
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| Title: | Becoming and being language teacher educators: a collaborative reflexive account. |
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| Authors: | Nguyen, Mai Xuan Nhat Chi1 (AUTHOR) m.nguyen@mmu.ac.uk, Qi, Grace Yue2 (AUTHOR) |
| Source: | European Journal of Teacher Education. Oct2026, Vol. 49 Issue 4, p872-891. 20p. |
| Subject Terms: | *Teaching methods, *Group identity, *Language teachers, *Teacher development, Reflexivity, Linguistic identity, Dialogics, Narrative inquiry (Research method) |
| 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. [ABSTRACT FROM AUTHOR] |
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| Database: | Education Research Complete |
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| 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. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 02619768 |
| DOI: | 10.1080/02619768.2024.2422823 |
