Academic Journal
Exploring the Transformative Impact of Language Teachers' Autoethnographies in a Teacher Education Course
| العنوان: | Exploring the Transformative Impact of Language Teachers' Autoethnographies in a Teacher Education Course |
|---|---|
| اللغة: | English |
| المؤلفون: | Ekaterina Arshavskaya, Nefi Reyes de la Paz |
| المصدر: | InSight: A Journal of Scholarly Teaching. 2023 18:26-40. |
| الاتاحة: | Park University, Center for Excellence in Teaching and Learning. 8700 NW River Park Drive, Parkville, MO 64152. Tel: 816-584-6770; Fax: 308-224-3493; e-mail: cetl@park.edu; Web site: https://insightjournal.net/ |
| Peer Reviewed: | Y |
| Page Count: | 15 |
| تاريخ النشر: | 2023 |
| نوع الوثيقة: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Language Teachers, Masters Programs, Teaching Methods, Ethnography, Reflection, Preservice Teachers, Essays, Transformative Learning, Autobiographies |
| تدمد: | 1933-4850 1933-4869 |
| مستخلص: | Benefits of teachers' autoethnographies are well-documented in current research. This study adds to the research literature by directly analyzing how the insights gained through writing autoethnographic essays may impact second language (L2) teachers' classrooms. To collect the data, the study incorporated autoethnographic essays into a graduate course for language teachers and asked the participating teachers to design lessons that reflected the insights they gained about themselves through this project. Adopting the transformative learning theory (Mezirow, 1978, 1997) that scaffolds teachers' self-reflection, this paper explores the transformative potential of teachers' autoethnographies through tracking qualitative changes in the teachers' narratives and practice across one academic semester. The results show that as a learning tool, autoethnographies can facilitate teachers' developing more empowering teaching identities and have a potential for enhancing their teaching practices. The paper adds empirical evidence and a new perspective in the investigation of teacher learning. It concludes with pedagogical and research implications for L2 teacher education. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| رقم الانضمام: | EJ1407499 |
| قاعدة البيانات: | ERIC |
| تدمد: | 1933-4850 1933-4869 |
|---|