Unpacking Language Teacher Educators’ Expertise: A Complexity Theory Perspective

Yuan, Rui; Yang, Min

doi:10.1002/tesq.3088

Cited by 10 publications

(7 citation statements)

References 53 publications

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“…In view of a relatively large volume of studies on language teacher educators’ perceptions about different aspects of their work, we need more specific and robust research investigating their cognition in situated practice. For instance, it is meaningful to explore the constituents of their knowledge/expertise as well as how such constituents interact with each other as a complex, adaptive, and evolving system in interactions with the larger socio-cultural environment (Yuan & Yang, 2022). More importantly, how language teacher educators’ cognition informs their daily practice and influence student teachers’ professional learning is a crucial topic for future research.…”

Section: Discussionmentioning

confidence: 99%

“…Teaching English to Speakers of Other Languages (TESOL) teacher educators and their work are vitally integral to the operation and development of second language teaching and teacher education (Barkhuizen, 2021a; Yuan & Yang, 2022). Working as scholars, practitioners, and researchers (Peercy & Sharkey, 2020), they constitute the main force for preparing and developing language teachers at pre- and in-service levels in a wide range of English as a Second or Foreign Language (ESL/EFL) contexts where language teacher education (LTE) is often housed in higher education institutions (Yuan & Lee, 2021).…”

Section: Introductionmentioning

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: Introductionmentioning

confidence: 99%

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

et al. 2022

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“…Educators “exercise their agency as they make sense of and engage with their situated work contexts” (Yuan & Yang, 2021, p. 8) As shown in the findings, Layla and Juanita took agency with their intersectionality and (1) negotiated for professional recognition; (2) advocated for validating linguistic, cultural, and racial repertoires; and (3) went through emancipation as minoritized populations. The transformative power that the IMCs generate is derived from intersectionality and the agency they took.…”

Section: Findings and Discussionmentioning

confidence: 99%

“…Based on the literature review, there is a noted gap in regards to the intersectionality of immigrant mothers and their transition to become ELL certified. Teacher agency in TESOL (Hamid, Zhu, & Baldauf, 2014; Ilieva & Ravindran, 2018; Yuan & Yang, 2021) has been well researched and yet intersectionality had yet to be envisioned as an agentive tool. This research study intends to fill this gap.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

When Immigrant Mothers of Color Become Public School Teachers for English Language Learners: Intersectionality for Transformative Teacher Preparation

Lee-Johnson

2022

TESOL Quarterly

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This article contests the whitewashed ideologies and practices in teacher preparation programs and K–12 schools (Lee‐Johnson, 2019) with a counter‐storytelling analysis (Solorzano & Yosso, 2001, 2002). Based on the analysis of the lived experiences of two immigrant mothers of color (IMC), who had transitioned into certified English Language Learner (ELL) teachers, the researcher proposes a transformative frame, which stems from Crenshaw's (1989) intersectionality and Mezirow's (1990) transformative learning. The data sources include the two immigrant mothers' oral stories told at an ELL parent panel, their written teaching philosophy statements, and blog posts. The findings contribute to the knowledge base of teacher preparation in TESOL and applied linguistics by foregrounding the racially othered experiences of IMC; envisioning intersectionality as an agentive tool for negotiation, emancipation, and advocacy; and proposing a transformative frame for TESOL teacher education. The researcher calls for considerations of using intersectionality for transforming the teaching practices and ideologies in teacher preparation programs and K–12 schools.

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“…Recent studies have pointed out that EMI poses complex challenges for language teachers' wellbeing, including the pressure to maintain high English profi ciency (Yuan & Yang, 2022), communication hurdles, and the need to adapt teaching methods (Ismailov et al, 2021). Navigating diverse student backgrounds, managing professional development demands, and achieving work-life balance are crucial factors (Yusuf et al, 2022) for teachers using EMI.…”

Section: Introductionmentioning

confidence: 99%

Exploring Professional Wellbeing of English Language Teachers

Bhatt

2023

J NELTA

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Teacher wellbeing concerns teachers’ satisfaction, happiness, and attraction to their profession. It is equally essential in quality education since the attraction to English language in schools is growing gradually. This study aims to discovers perceptions of English language teachers teaching secondary level on their wellbeing in an institutional setting. Using lived stories through in-depth interview and informal communication, the study explores the perception of their wellbeing. The research findings show that teachers teaching English perceive their wellbeing as having positive psychology, positive emotion, respect and achievement in the job, and healthy relations among the institutional members. This study paves the way for a more extensive debate on policy and practice surrounding teachers’ wellbeing among educators, academicians, and decision-makers.

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Unpacking Language Teacher Educators’ Expertise: A Complexity Theory Perspective

Cited by 10 publications

References 53 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

When Immigrant Mothers of Color Become Public School Teachers for English Language Learners: Intersectionality for Transformative Teacher Preparation

Exploring Professional Wellbeing of English Language Teachers

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