The Confused Professional Identity of Native and Non-Native EFL Teacher Educators: Are They Teachers or Researchers?

Mannes, Adina

doi:10.30958/aje.7-4-4

Cited by 5 publications

(5 citation statements)

References 15 publications

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“…One crucial observation we made about the reviewed studies is an emergent overarching discourse that characterizes language teacher educators as ‘supermen/superwomen’ who appear to have a diverse and sophisticated set of competencies and skills to take up new responsibilities, cope with contextual obstacles, and meet institutional and social expectations on a continuing basis (see Section 5.1 about language teacher educators’ responsibilities and challenges). Aggravating the demanding situation are the lack of professional preparation and induction (especially for novice teacher educators), isolating work environments, as well as the increasing pressure on teacher educators’ research outputs (Çelik, 2012; Gandana & Parr, 2013; Mannes, 2020; Yuan & Lee, 2014). In other words, in current higher education settings dominated by a neoliberal, corporatized system and managerial culture, language teacher educators are assumed to work independently and competently in various ‘battlefields’ such as individual classrooms, LTE programs, as well as the academic world (Yuan & Yang, 2020b).…”

Section: Discussionmentioning

confidence: 99%

“…While the institutional pressure for publishing has been reviewed in Section 5.2.3, the studies included here shed further light on the identity conflicts and crisis faced by language teacher educators in their research and publishing experiences. Mannes (2020), for instance, highlighted the identity dilemmas faced by the four Israeli participants. Despite their lack of personal interest in research, these teachers felt the need to assume a researcher identity owing to the institutional demand for publication.…”

Section: Major Themes Of Current Research On Language Teacher Educatorsmentioning

confidence: 99%

“…Therefore, assuming a researcher identity was neither practical nor expected of them, resulting in identity tensions and struggles for a few participants who desired to conduct research for professional and career advancement. While these former two studies (Mannes, 2020; Yuan, 2020) portrayed the identity conflicts faced by language teacher educators in different contexts because of the stringent requirement in terms of how to research, write, and publish in higher education, Tan's (2021) study showed language teacher educators’ identity conflicts that arose from the need to balance their institutionally-endowed responsibility and personal goals for professional development.…”

Section: Major Themes Of Current Research On Language Teacher Educatorsmentioning

confidence: 99%

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TESOL teacher educators in higher education: A review of studies from 2010 to 2020

et al. 2022

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Despite the wide recognition of language teacher educators’ contributions in the field of Teaching English to Speakers of Other Languages (TESOL), research on language teacher educators has only picked up the pace in the last decade, shedding light on their cognition, practices, and identities in relation to various personal, interpersonal, and contextual factors. This article provides a systematic and critical review of 69 empirical studies on university-based TESOL teacher educators from 2010 and 2020. A methodological review was also conducted to analyze the different research approaches employed by previous researchers. A synthesis of the identified research led to four major themes, namely: (1) a general professional state (including responsibilities, challenges and quality), (2) professional engagement (including teaching, practicum supervision, and research and publishing), (3) cognition (including beliefs, knowledge, and expertise), as well as (4) continuous learning and identity development. Through a critical discussion of the themes, the review argues against the implicit yet powerful discourse that characterizes language teacher educators as ‘supermen/superwomen’ and emphasizes the need to humanize them as whole people by recognizing their unique strengths and struggles as well as diverse learning needs. The review also proposes a new research agenda to stimulate and deepen future investigations on language teacher educators in TESOL.

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Section: Discussionmentioning

confidence: 99%

Section: Major Themes Of Current Research On Language Teacher Educatorsmentioning

confidence: 99%

Section: Major Themes Of Current Research On Language Teacher Educatorsmentioning

confidence: 99%

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TESOL teacher educators in higher education: A review of studies from 2010 to 2020

et al. 2022

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“…One idea that emerged was that an integral part of being an educator was to model practice and therefore it was inevitable that we would not be perceived as an academic by the post-graduate teachers, in same sense as those that delivered their degree content. This would add to Mannes (2020) dual roles of teacher educator as either teacher or researcher, and would go further still than Gunn, Hill, Berg and Haigh's (2016) three trajectories as these roles would depend on whether teacher educators were teaching undergraduates or postgraduates.…”

Section: Practice and Research: The Great Dividementioning

confidence: 98%

The Disappearing Identity of the Teacher Educator?

Kelly¹

2022

TBJE

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The education of new teachers in the UK is in the midst of a massive upheaval. Since the DfE Market Review in 2021, teacher educators have had to evaluate their intended provision and, in line with guidelines (DfE, 2021), have had to submit their plans for reaccreditation. This process has been the cause of huge disruption amongst school-based and university-based providers. This paper will argue that the role of the university-based teacher educator, as understood in the UK, is endangered and could disappear. This will be done by examining these five ideas. Firstly, by reviewing the evolution of teacher educators and their professional identity (Davey, 2013). Secondly, by considering the contrasting perceptions of teacher education in different countries compared to the UK (Gunn, et.al, 2016, Høydalsvik, 2019). For example, the professional development of teacher educators appears to have a higher priority in some countries. I will look at how these differences reflect the radical re-evaluations of the teacher role itself and will take into account that the UK route to teacher educator roles is predominantly via the practitioner route (Murray & Male, 2005). Thirdly, I will suggest that the on-going divide between educational research and practice in the UK is a contributing factor to the disappearing role of the university-based teacher educator. Fourthly, I will briefly consider whether the perceptions of the role are being challenged by the focus on teacher training rather than education and the apparent lack of interest in an academic route for teacher education. Finally, I will argue that the teacher educators’ role can be recovered through ensuring their work is values-based and by a re-evaluation of their professional leadership identity, both external and internal (Ibarra, 2016). Rather than disappearing, the teacher educator needs to straddle the divide, through their leadership example.

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“…Teachers' perception of their own identity manifests what others think of them. Mannes (2020) explores how EFL teachers view their professional identity through interviews with four EFL teachers. His study demonstrates all teachers agree that the occupation of teachers is to educate but not just to teach, because teaching is a kind of occupation that needs cognitive ability and emotional ability (Tosuncuoglu, 2019).…”

Section: English Teachers' Professional Identitymentioning

confidence: 99%

The Connotation and Construction Paths of Novice College English Teachers’ Professional Identity Development

Zhang

2023

OJML

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With the rapid development of economic and cultural internationalization and globalization, especially under the Belt and Road Initiative, college English for non-English majors has become one of the important aspects in quality improvement of higher education and the cultivation of well-rounded international talents in colleges and universities. College English teachers are the leading executors of college English curriculum and educational system. Therefore, the teachers' qualities determine whether the curriculum and system will be successful or not. How to promote college English teachers' sense of belonging and worth, their professional identity and the quality of their teaching practice has become a vital issue we are now confronting with. Studies on the influencing factors of teachers' professional identity development can be found. Researches about the differences and similarities of different types of teachers' professional identity development can also be found. However, few researches about the connotation or construction paths about novice college English teachers' professional identity development can be found. Teachers' professional identity is about the process of teachers' learning which is achieved through continuous discussion and communication with other members in various situations created by communities in both personal life and professional life. This research analyzes the connotation of novice college English teacher's professional identity development. Learning in the form of community and reflection on the teaching practice is vital to help novice teachers improve their professional identity development. The researcher also puts forward some suggestions on the construction paths of the development, which might enhance their professional identity development in objective, individual, practice and emotion, so as to bring some enlightenment to relevant researchers. How to cite this paper: Zhang, B. H. (2023).

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The Confused Professional Identity of Native and Non-Native EFL Teacher Educators: Are They Teachers or Researchers?

Cited by 5 publications

References 15 publications

TESOL teacher educators in higher education: A review of studies from 2010 to 2020

TESOL teacher educators in higher education: A review of studies from 2010 to 2020

The Disappearing Identity of the Teacher Educator?

The Connotation and Construction Paths of Novice College English Teachers’ Professional Identity Development

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