Language Teacher Educators’ Identity Construction through Teaching and Supporting Action Research: A Trioethnographic Study
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Otros documentos de la autoría: Banegas, Darío Luis; Beltrán-Palanques, Vicent; Salas, Araceli
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Título
Language Teacher Educators’ Identity Construction through Teaching and Supporting Action Research: A Trioethnographic StudyFecha de publicación
2023Editor
SAGE PublicationsISSN
0033-6882; 1745-526XCita bibliográfica
BANEGAS, Darío Luis; BELTRÁN-PALANQUES, Vicent; SALAS, Araceli. Language Teacher Educators’ Identity Construction through Teaching and Supporting Action Research: A Trioethnographic Study. RELC Journal, 2023, 00336882231212855Tipo de documento
info:eu-repo/semantics/articleVersión de la editorial
https://journals.sagepub.com/doi/10.1177/00336882231212855Versión
info:eu-repo/semantics/publishedVersionPalabras clave / Materias
Resumen
Action research is a form of inquiry that allows language educators to understand and improve their own practice. The literature suggests that language teachers can employ it as a self-led and self-directed source of ... [+]
Action research is a form of inquiry that allows language educators to understand and improve their own practice. The literature suggests that language teachers can employ it as a self-led and self-directed source of professional development and enhancement of their professional identity and agency. However, little is known about its impact on the development of identity of language teacher educators who teach and support action research. Against this backdrop, this article aims to explore the experience of three language teacher educators regarding the influence of action research on the construction of their professional identity. Drawing on verbal and visual data sets, findings show that when teacher educators teach and mentor action research in language teacher education programmes, they can become guiding knowers, reflective practitioners and agents of change. The roles that teacher educators enact may lead to a reflective process that enhances their professional development. These identities connected to agentic growth demonstrate the relevance of including action research in language teacher education programmes as it can help teacher educators nurture their professional identity, particularly concerning their professional knowledge. This study suggests that teaching and supporting action research can become a meaningful entry point for language teacher educators to reflect on their own practice and to carry out action research themselves in language teacher education programmes. [-]
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RELC Journal, 2023, 00336882231212855Derechos de acceso
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