View in EDS HTML Full Text PDF Full Text

Becoming and being language teacher educators: a collaborative reflexive account.

Saved in:
Bibliographic Details
Title: Becoming and being language teacher educators: a collaborative reflexive account.
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]
Copyright of European Journal of Teacher Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
Full text is not displayed to guests.
FullText Links:
  – Type: pdflink
Text:
  Availability: 1
Header DbId: ehh
DbLabel: Education Research Complete
An: 197071867
AccessLevel: 6
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Becoming and being language teacher educators: a collaborative reflexive account.
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Nguyen%2C+Mai+Xuan+Nhat+Chi%22">Nguyen, Mai Xuan Nhat Chi</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> m.nguyen@mmu.ac.uk</i><br /><searchLink fieldCode="AR" term="%22Qi%2C+Grace+Yue%22">Qi, Grace Yue</searchLink><relatesTo>2</relatesTo> (AUTHOR)
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="JN" term="%22European+Journal+of+Teacher+Education%22">European Journal of Teacher Education</searchLink>. Oct2026, Vol. 49 Issue 4, p872-891. 20p.
– Name: Subject
  Label: Subject Terms
  Group: Su
  Data: *<searchLink fieldCode="DE" term="%22Teaching+methods%22">Teaching methods</searchLink><br />*<searchLink fieldCode="DE" term="%22Group+identity%22">Group identity</searchLink><br />*<searchLink fieldCode="DE" term="%22Language+teachers%22">Language teachers</searchLink><br />*<searchLink fieldCode="DE" term="%22Teacher+development%22">Teacher development</searchLink><br /><searchLink fieldCode="DE" term="%22Reflexivity%22">Reflexivity</searchLink><br /><searchLink fieldCode="DE" term="%22Linguistic+identity%22">Linguistic identity</searchLink><br /><searchLink fieldCode="DE" term="%22Dialogics%22">Dialogics</searchLink><br /><searchLink fieldCode="DE" term="%22Narrative+inquiry+%28Research+method%29%22">Narrative inquiry (Research method)</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: 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]
– Name: AbstractSuppliedCopyright
  Label:
  Group: Ab
  Data: <i>Copyright of European Journal of Teacher Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=197071867
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1080/02619768.2024.2422823
    Languages:
      – Code: eng
        Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 20
        StartPage: 872
    Subjects:
      – SubjectFull: Teaching methods
        Type: general
      – SubjectFull: Group identity
        Type: general
      – SubjectFull: Language teachers
        Type: general
      – SubjectFull: Teacher development
        Type: general
      – SubjectFull: Reflexivity
        Type: general
      – SubjectFull: Linguistic identity
        Type: general
      – SubjectFull: Dialogics
        Type: general
      – SubjectFull: Narrative inquiry (Research method)
        Type: general
    Titles:
      – TitleFull: Becoming and being language teacher educators: a collaborative reflexive account.
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Nguyen, Mai Xuan Nhat Chi
      – PersonEntity:
          Name:
            NameFull: Qi, Grace Yue
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 10
              Text: Oct2026
              Type: published
              Y: 2026
          Identifiers:
            – Type: issn-print
              Value: 02619768
          Numbering:
            – Type: volume
              Value: 49
            – Type: issue
              Value: 4
          Titles:
            – TitleFull: European Journal of Teacher Education
              Type: main
ResultId 1