[Home ] [Archive]   [ فارسی ]  
:: Main :: About :: Current Issue :: Archive :: Search :: Submit :: Contact ::
Main Menu
Home::
Journal Information::
Articles archive::
For Authors::
For Reviewers::
Registration::
Contact us::
Site Facilities::
::
Search in website

Advanced Search
..
Receive site information
Enter your Email in the following box to receive the site news and information.
..
:: Volume 20, Issue 1 (4-2017) ::
IJAL 2017, 20(1): 35-79 Back to browse issues page
Stepping into Mindful Education: A Teacher Educator’s Narrative of Contextualizing a SLTE Curriculum
Mahmood Reza Atai , Esmat Babaii , Mandana Zolghadri
Kharazmi University
Abstract:   (6594 Views)
Initiation into contextualizing mindful second language teacher education (SLTE) has challenged teacher educators causing their retreat into mindless submission to ready-made standardized directives. To revive the starting perspective in curriculum development in light of the recent trend towards responsive SLTE, this practitioner research investigated how the context was incorporated into the initial program phase. We reported an intrinsic case self-study narrating the contextualization events unfolded in the first five sessions of an English language teacher education program in Karaj, Iran. Selected factors guided data mining in an interview, classroom interaction transcripts, reflective tasks, institutional documents, and the teacher educator’s journal entries and recollections.  The data underwent meaning-oriented, temporally sequenced content analysis. We redrafted the resulting narrative after member checking, and critical reviews.  Afterwards, we conducted a layered context-bound thematic analysis on the big story followed by further theme analysis of the existing and emerging facets of adaptive expertise.  Engagement in this narrative inquiry developed awareness of her practices and professional agency, constraints and affordances within the context of SLTE program.  The findings extend narrative knowledging to the wider professional community of SLTE.
Keywords: Adaptive expertise, Contextualization, Mindful teacher education, Narrative knowledging, Reflectivity, SLTE curriculum
Full-Text [PDF 664 kb]   (1851 Downloads)    
Type of Study: Research | Subject: Special
Received: 2016/09/10 | Accepted: 2016/11/17 | Published: 2017/01/28
References
1. Bamberg, M. (2007). Stories: big or small-Why do we care? In M. Bamberg (Ed.), Narrative-State of the art (pp. 165-174). Amsterdam: John Benjamins. [DOI:10.1075/bct.6.17bam]
2. Barkhuizen, G. (2008). A narrative approach to exploring context in language teaching. ELT Journal, 62 (3), 231-239. [DOI:10.1093/elt/ccm043]
3. Barkhuizen, G. (Ed.). (2013). Narrative research in applied linguistics. Cambridge: Cambridge University Press.
4. Barkhuizen, G. (2015). Narrative knowledging in second language teaching and learning contexts. In A. De Fina , & A. Georgakopoulou (Eds.), The handbook of narrative analysis (pp. 97-115). USA: John Wiley & Sons. [DOI:10.1002/9781118458204.ch5]
5. Barkhuizen, G., Benson, P., & Chik, A. (2014). Narrative inquiry in language teaching and learning research. NY: Routledge.
6. Benson, P. (2013). Narrative writing as method: second language identity development in study abroad. In G. Barkhuizen (Ed.), Narrative research in applied linguistics (pp. 244-263). Cambridge: Cambridge University Press.
7. Borg, S. (2013). Teacher research in language teaching: A critical analysis. Cambridge: Cambridge University Press.
8. Borg, S. (2015). Teacher research. In J. D. Brown, & C. Coombe (Eds.), The Cambridge guide to research in language teaching and learning (pp. 105-114). Cambridge: Cambridge University Press.
9. Borg, S., & Sanchez, H. S. (2015). Key issues in doing and supporting language teacher research. In S. Borg, & H. S. Sanchez (Eds.), International perspectives on teacher research (pp. 1-13). UK: Palgrave Macmillan.
10. Burns, A., & Richards, J. C. (Eds.) (2009). The Cambridge guide to second language teacher education. Cambridge: Cambridge University Press.
11. Clandinin, D. J., & Connelly, F. M. (2000). Narrative Inquiry: Experience and Story in Qualitative Research. San Francisco: Jossey-Bass.
12. Cross, R. (2010). Language teaching as sociocultural activity: Rethinking language teacher practice. The Modern Language Journal, 94 (3), 434–452. [DOI:10.1111/j.1540-4781.2010.01058.x]
13. Creswell, J. W. (2012). Educational research: Planning, conducting, and evaluating quantitative and qualitative research (4th Ed.). Boston: Pearson.
14. Dӧrnyei, Z. (2004). Research methods in applied linguistics. Oxford: Oxford University Press.
15. Dӧrnyei, Z., & Kubanyiova, M. (2014). Motivating learners, motivating teachers: Building vision in the language classroom. Cambridge: Cambridge University Press.
16. Dubin, F., & Olshtain, E. (1986). Curriculum Design. Cambridge: Cambridge University Press.
17. Duff, P. A., & Andeson, T. (2015). Case-study research. In J. D. Brown, & C. Coombe (Eds.), The Cambridge guide to research in language teaching and learning (pp. 112-118). Cambridge: Cambridge University Press.
18. Farrell, T. S. C. (2014). Reflective practice in ESL teacher development groups: From practices to principles. Canada: Palgrave Macmillan.
19. Farrell, T. S. C. (2015). Promoting teacher reflection in second language education: A framework for TESOL Professionals. New York: Routledge.
20. Freeman, D. (2009). The Scope of second language teacher education. In A. Burns, & J. C. Richards (Eds.), The Cambridge guide to second language teacher education (pp. 11-19). Cambridge: Cambridge University Press.
21. Freeman, D. (2016). Educating second language teachers. Oxford: Oxford University Press.
22. Freeman, D., & Johnson, K. (1998). Reconceptualizing the knowledge-base of language teacher education. TESOL Quarterly, 32(3), 397-417. [DOI:10.2307/3588114]
23. Freeman, M. (2015). Narrative as a mode of understanding: Method, theory, praxis. In A.De Fina, & A. Georgakopoulou (Eds.).The handbook of narrative analysis (pp. 21-37). UK: Wiley, Blackwell. [DOI:10.1002/9781118458204.ch1]
24. Given, L. M. (2008). The Sage encyclopedia of qualitative research methods (Vols. 1-2). Los Angeles: Sage. [DOI:10.4135/9781412963909]
25. Golombek, P. (2009). Personal practical knowledge in L2 teacher education. In A. Burns, & J. C. Richards (Eds.), The Cambridge guide to second language teacher education (pp. 155-162). Cambridge: Cambridge University Press.
26. Graves, K. (2009).The curriculum of second language teacher education. In A. Burns, & J. C. Richards (Eds.), The Cambridge guide to second language teacher education (pp. 115-124). Cambridge: Cambridge University Press.
27. Graves, K. (2015). Syllabus and curriculum design for second language teaching. In M. Celce-Murcia D. M. Brinton, & M. A. Snow (Eds.), Teaching English as a second or foreign language (4th ed.) (pp. 56-62). Australia: Heinle, Cengage Learning.
28. Holliday, A. (1994). Appropriate methodology and social context. Cambridge: Cambridge University Press.
29. Hood, M. (2009). Case study. In J. Heigham, & R. A. Croker (Eds.), Qualitative research in applied linguistics: A practical introduction (pp. 66-90). UK: Palgrave Macmillan. [DOI:10.1057/9780230239517_4]
30. Johnson, K. E. (2009a). Second language teacher education: A sociocultural perspective. NewYork, NY: Routledge.
31. Johnson, K. E. (2009b). Trends in second language teacher education. In A. Burns, & J. C. Richards (Eds.), The Cambridge guide to second language teacher education (pp. 20-29). Cambridge: Cambridge University Press.
32. Johnson, K. E., & Golombek, P. (2011a). The transformative power of narrative in second language teacher education. TESOL Quarterly, 45(3), 486-509. [DOI:10.5054/tq.2011.256797]
33. Johnson, K. E., & Golombek, P. R. (Eds.) .(2011b). Research on second language teacher education: Sociocultural perspective on professional development. New York: Routledge.
34. Johnson, K. E., & Golombek, P. R. (2013). A tale of two mediations: Tracing the dialectics of cognition, emotion, and activity in novice teachers' practicum blogs. In G. Barkhuizen (Ed.), Narrative research in applied linguistics (pp. 85-104). Cambridge: Cambridge University Press.
35. Johnson, K. E. & Golombek, P. R. (2016). Mindful L2 teacher education: A sociocultural perspective on cultivating teachers' professional development. New York: Routledge.
36. Katz, A., & Snow, M. A. (2009). Standards in second language teacher education. In A. Burns, & J. C. Richards (Eds.), The Cambridge guide to second language teacher education (pp. 66-76). Cambridge: Cambridge University Press.
37. Kaur, K. (2015). The emergent nature of strategic mediation in ESL teacher education, Language Teaching Research, 19 (3), 374-388. [DOI:10.1177/1362168814547074]
38. Kumaravadivelu, B. (2003). Beyond methods: Macrostrategies for language teaching. USA: Yale University.
39. Kumaravadivelu, B. (2012). Language teacher education for a global society: A modular model for knowing, analyzing, recognizing, doing, and seeing. New York: Routledge.
40. Maggioli, G. D. (2012). Teaching language teachers: Scaffolding professional learning. Lanham: Rowman and Littlefield Education.
41. Merriam, S. B., & Tisdell, E. J. (2016). Qualitative research: A guide to design and implementation (4th Ed.). USA: Jossey-Bass, Wiley.
42. Murray, G. (2009). Narrative inquiry. In J. Heigham & R. A. Croker (Eds.), Qualitative research in applied linguistics: A practical introduction (pp. 45-65). UK: Palgrave Macmillan. [DOI:10.1057/9780230239517_3]
43. Nation, I. S. P., & Macalister, J. (2010). Language curriculum design. New York: Routledge.
44. Patton, M. Q. (2015). Qualitative research and evaluation methods (4th Ed.). Thousand Oaks, CA: Sage.
45. Richards, K. (2003). Qualitative inquiry in TESOL. Hampshire: Palgrave Macmillan. [DOI:10.1057/9780230505056]
46. Richards, K. (2015). Qualitative research. In J. D. Brown, & C. Coombe (Eds.), The Cambridge guide to research in language teaching and learning (pp. 61-67). Cambridge: Cambridge University Press.
47. Richards, J. C. (1998). Beyond training: Perspectives on language teacher education. Cambridge: Cambridge University Press.
48. Richards, J. C. (2012). Competence and performance in language teaching. In A. Burns, & J. C. Richards (Eds.), The Cambridge guide to pedagogy and practice in language teaching (pp. 46-56). Cambridge: Cambridge University Press.
49. Richards, J. C. (2015). Key issues in language teaching. Cambridge: Cambridge University Press.
50. Richards, J. C., & Bohlke, D. (2012). Interchange, Student's Book 2 (4th Ed.). New York: Cambridge University Press. [DOI:10.1017/CBO9781139522618]
51. Richards, J. C., & Sandy, C. (2008). Passages, Student's Book 1 (2nd Ed.). New York: Cambridge University Press.
52. Richards, J. C., & Schmidt, R. (2010). Longman dictionary of language teaching and applied linguistics (4th Ed.). Essex: Longman.
53. Sanchez, H. S., & Borg, S. (2015). Teacher research: Looking back and moving forward. In S. Borg, & H. S. Sanchez (Eds.), International perspectives on teacher research (pp. 185-193). UK: Palgrave Macmillan. [DOI:10.1057/9781137376220_14]
54. Scrivener, J. (2011). Learning teaching: The essential guide to English language teaching (3rd Ed.). Oxford: Macmillan.
55. Simons, H. (2014). Case study research: In-depth understanding in context. In P. Leavy (Ed.), The Oxford handbook of qualitative research (pp. 455-470). Oxford: Oxford University Press.
56. Stephenson, L. & Harold, B. (2015). Narrative inquiry. In J. D. Brown, & C. Coombe (Eds.), The Cambridge guide to research in language teaching and learning (pp. 155-163). Cambridge: Cambridge University Press.
57. Tanner, R., & Green, C. (1998). Tasks for teacher education: A reflective approach. England: Pearson Education Limited.
58. Tsui, A. B. M. (2005). Expertise in teaching: Perspectives and issues. In K. Johnson (Ed.), Expertise in second language learning and teaching (pp. 167-189). Basingstoke: Palgrave Macmillan. [DOI:10.1057/9780230523470_9]
59. Tsui, A. B. M. (2009).Teaching expertise: Approaches, perspectives, and characterizations. In A. Burns, & J. C. Richards (Eds.), The Cambridge guide to second language teacher education (pp. 190-197). Cambridge: Cambridge University Press.
60. Walsh, S. (2011). Exploring classroom discourse: Language in action. London: Routledge.
61. Waters, A. (2005). Expertise in teacher education: Helping teachers to learn. In K. Johnson (Ed.), Expertise in second language learning and teaching (pp. 210-229). Basingstoke: Palgrave Macmillan. [DOI:10.1057/9780230523470_11]
62. Xie, J. (2015). Learning to do teacher research independently: Challenges and solutions. In S. Borg & H. S. Sanchez (Eds.), International perspectives on teacher research (pp. 47-56). England: Palgrave Macmillan. [DOI:10.1057/9781137376220_4]
Add your comments about this article
Your username or Email:

CAPTCHA



XML     Print


Download citation:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:

Atai M R, Babaii E, Zolghadri M. Stepping into Mindful Education: A Teacher Educator’s Narrative of Contextualizing a SLTE Curriculum . IJAL 2017; 20 (1) :35-79
URL: http://ijal.khu.ac.ir/article-1-2764-en.html


Rights and permissions
Creative Commons License This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
Volume 20, Issue 1 (4-2017) Back to browse issues page
Iranian Journal of Applied Linguistics
Persian site map - English site map - Created in 0.08 seconds with 37 queries by YEKTAWEB 4666