7. Developing Understandings of Reflective Practice and Teacher Training

Schaefer, Matthew Y.; Brereton, Peter

doi:10.21832/9781788927192-009

Cited by 4 publications

(3 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…We have added short paragraphs before and after both dialogues to orient the reader and to summarize the points discussed. In lieu of a traditional literature review, we have opted to follow more experimental duoethnographies (e.g., Norris & Greenlaw, 2012; Schaefer & Brereton, 2020), in integrating the literature review with the dialogues themselves. This gives us space to flesh out the dialogues, which might otherwise be constrained by the word count, and also allows us to directly link previous literature to our discussion.…”

Section: Methodology and Data Presentationmentioning

confidence: 99%

Exploring Duoethnography in ELT Research Ecosystems: Accessibility, Misuse, and Further Horizons

Lowe,

Jones

2024

International Review of Qualitative Research

View full text Add to dashboard Cite

Duoethnography is an approach to qualitative research in which two researchers engage in dialogue to understand how a particular phenomenon has manifested differently in their lives, and in so doing, aim to come to a new understanding of that phenomenon. In this paper, two applied linguists from different research backgrounds, and with different priorities, engage in a metaduoethnography to explore what they each find of value of the method for their separate research programs. Through dialogue, they uncover what first drew each of them to duoethnography, and go on to both praise and problematize the accessibility of the method. Following this, they use the concept of the “research ecosystem” to investigate the role duoethnography plays, or may play, in their separate and evolving research programs, particularly focusing on the concepts of reflexivity and praxis. It is hoped that this exploratory dialogue may resonate with other researchers, and assist them in evaluating the benefits of duoethnography for their work.

show abstract

Section: Methodology and Data Presentationmentioning

confidence: 99%

Exploring Duoethnography in ELT Research Ecosystems: Accessibility, Misuse, and Further Horizons

Lowe,

Jones

2024

International Review of Qualitative Research

View full text Add to dashboard Cite

show abstract

“…Native-speakerism (Lowe & Kisckowiak, 2016), English as an international language (Rose & Montikantiwong, 2018), native-speakerism and 'hidden curricula' in ELT training (Lowe & Lawrence, 2018), the Certificate in English Language Teaching to Adults (CELTA) (Huang & Karas, 2020), and other topics, have been explored by authors using the duoethnographic methodology. Other authors have used duoethnography explicitly as a reflective practice tool to address their various teaching issues (e.g., Schaefer & Brereton, 2020;Smart & Cook, 2020). The place of duoethnography as part of language teacher education programs has also been investigated (e.g., Karas et al, Forthcoming;Tjandra et al, 2020).…”

Section: Duoethnographymentioning

confidence: 99%

Silence: A duoethnography

Karas

Uchihara

2021

J. Silenc. Stud. Educ.

View full text Add to dashboard Cite

Duoethnography is an emerging research methodology and tool for reflective practice in English language teaching (ELT). Duoethnography allows for people to become the sites of their own inquiry and investigate issues and phenomena of importance to them (Sawyer Norris, 2013). In duoethnography, participants engage in critical dialogue with one another as a way to challenge broader normative assumptions but also as a way to bring meaning to experiences and find solutions to immediate teaching issues. In this duoethnography, we examine the phenomenon of silence through our shared experiences as English language teachers and applied linguists but also from our diverging perspectives, cultures, and backgrounds. Data were gathered from online conversations, reflective notes, and memos between the two authors with emerging themes including 1) Shifting perspectives on silence, 2) Silence in the online classroom, and 3) Turn-taking and student/teacher discourse expectations. While specific to the authors, it is hoped that this duoethnography may resonate with readers and serve as a catalyst for further reflection on silence.

show abstract

“…The concept was originally introduced to me by Daniel Hooper and Azusa Iijima through their fascinating duoethnography which uncovered unexpected insights into native speakerism in Japan (Hooper & Iijima, 2019). In addition, I had the pleasure of attending a conference presentation last year by Peter Brereton (Brereton & Schaefer, 2019), who helpfully shared the practical aspects of the process and showed us a behind-the-scenes glimpse of a duoethnography on professional practice and teacher training (Schaefer & Brereton, 2020). In fact, a recent book is dedicated to duoethnography in the field of language learning (Lowe & Lawrence, 2020), indicating an increased interest in this kind of research in applied linguistics in general.…”

mentioning

confidence: 99%

Ethnographies of Self-Access Language Learning

Mynard

2020

SISAL

View full text Add to dashboard Cite

In this short overview, I discuss how ethnographies could be considered an appropriate yet under-utilised research methodology for exploring the field of self-access learning. We could consider ethnographies of self-access spaces, autoethnographic accounts of language learning or professional development, and also collaborative and duoethnographies. An ethnographic approach will allow us to develop a deeper understanding of the experiences of people in the field and a privileged insight into the learning process.

show abstract

7. Developing Understandings of Reflective Practice and Teacher Training

Cited by 4 publications

References 0 publications

Exploring Duoethnography in ELT Research Ecosystems: Accessibility, Misuse, and Further Horizons

Exploring Duoethnography in ELT Research Ecosystems: Accessibility, Misuse, and Further Horizons

Silence: A duoethnography

Ethnographies of Self-Access Language Learning

Contact Info

Product

Resources

About