Using Duoethnography to Cultivate an Understanding of Professionalism: Developing Insights into Theory, Practice, and Self Through Interdisciplinary Conversations

Critical language teacher education: A duoethnography of teacher educators’ identities and agency

“…In (language) education, the literature offers recent examples of authors utilising duoethnography to understand complex aspects such as student-teachers' trajectories in pre-service teacher education (Breault, 2017), teacher educators' understanding of professionalism (Sebok & Woods, 2016), nativespeakerism (Lowe & Kiczkowiak, 2016), reflective practice through art (Chien & Yang, 2019), teacher identity (Lawrence & Nagashima, 2020), English language reflective teacher education (Smart & Cook, 2020), teaching English as an international language (Rose & Montakantiwong, 2018), and content and language integrated learning (Banegas & del Pozo Beamud, 2020). These authors concur that duoethnography helps represent in-depth reflexivity and understand identity in interaction (Vygotsky, 1978) because new knowledge emerges as a result of an intentional conversation between two individuals who juxtapose their lived histories to create a richer third space.…”