Understanding higher education-based teacher educators’ identities in Hong Kong: a sociocultural linguistic perspective

Yuan, Rui Eric 袁睿

doi:10.1080/1359866x.2015.1094779

Cited by 33 publications

(7 citation statements)

References 30 publications

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“…In view of the discursive nature of social reality where language serves as a crucial medium of communication, control and power (Fairclough, 2013), current research lacks a discourse lens to account for the mediating role of language in shaping language teacher educators’ daily practice, social relationships and professional identities. A few studies (e.g., Trent, 2013; Yuan, 2016) reviewed above have analyzed the intricate process of language teacher educators’ identity transition and transformation from a linguistic perspective. However, the potential of a discourse analysis approach can be maximized to examine how language teacher educators provide discursive modeling and scaffolding, how they engage in dialogic mediation with student teachers, and how they negotiate meaning with collaborators (e.g., school teachers and leaders) in research projects and other professional activities.…”

Section: A Methodological Review On Language Teacher Educator Researchmentioning

confidence: 99%

“…In response to such challenges, language teacher educators can exert self-agency by devising a variety of coping strategies to tackle the challenges as a few studies reported (Yuan, 2016; Yuan & Yang, 2020b). First, they can adopt concrete strategies to bridge the gap between academic and practice-based research, using one to inform the other.…”

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: A Methodological Review On Language Teacher Educator Researchmentioning

confidence: 99%

Section: Major Themes Of Current Research On Language Teacher Educatorsmentioning

confidence: 99%

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

et al. 2022

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“…Despite this responsibility, there remains much to be examined with respect to the interaction between teacher educators’ beliefs and their professional practice (Goodwin & Chen, 2016; Yuan, 2017). Teacher educators constitute a unique community of professionals with distinctive knowledge and experience who profoundly influence the preparation and development of future teachers (Vanassche & Kelchtermans, 2016; Yuan, 2016).…”

Section: Conceptual Framework and Contextmentioning

confidence: 99%

“I Haven’t had That Conversation Yet”: How Homework is (or isn’t) Addressed in Teacher Preparation

Bempechat

Jimenez-Silva

Villegas-Reimers

et al. 2023

Journal of Education

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In this mixed methods case study, we explored the extent to which novice teachers in one institution were prepared to respond to homework-related concerns, be these in favor of or against the practice. We queried three sources of information: teacher educators, methods course syllabi, and national/state accreditation standards for teacher preparation. Findings revealed several key themes, including challenges inherent in guiding preservice teachers as they navigate homework policies. In addition, even though teacher educators believed it important to prepare preservice teachers for the inherent complexity of homework practices, they provided minimal guidance on how they might address such concerns. Syllabus and standards reviews showed that neither addressed homework-related issues. We discuss implications for preservice teacher preparation.

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“…The relationship that teachers have with their profession evolves with reference to the educational contexts that teachers find themselves in, their personal agency in these contexts, and changing professional experiences (Murray et al, 2011 ). Teachers in HE contexts in particular, affiliate themselves with certain professional practices and academic communities, whilst choosing to reject others (Yuan, 2016 ). They hone their professional identities over time, defining their personal approach to the craft of disciplinary teaching through successful encounters with learning.…”

Section: Introductionmentioning

confidence: 99%

‘Kindness and empathy beyond all else’: Challenges to professional identities of Higher Education teachers during COVID-19 times

Cain

Coleman

2022

Aust. Educ. Res.

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COVID-19 has continued to effect higher education globally in significant ways. During 2020, many institutions shifted learning online overnight as the sector closed its doors and opened new sites for remote teaching. This article reports on an international study [Phillips et al., 2021] that sought to capture how cross-sectoral teachers experienced these emergency changes during the first months of restrictions. The data, analysed using narrative identity theory, revealed concerns that fall into two broad categories: technologies and relationships. Significantly, it was not a loss of content delivery or changes to assessment that prompted the greatest anxiety for our colleagues, but that they held significant concerns about their students’ mental health; inequities of access to a range of services including technological; and challenges connecting emotionally with their students at a distance. The results provide actionable strategies for higher education institutions to apply in future emergencies where remote teaching is necessary.

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Understanding higher education-based teacher educators’ identities in Hong Kong: a sociocultural linguistic perspective

Cited by 33 publications

References 30 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

“I Haven’t had That Conversation Yet”: How Homework is (or isn’t) Addressed in Teacher Preparation

‘Kindness and empathy beyond all else’: Challenges to professional identities of Higher Education teachers during COVID-19 times

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