A Sociopolitical Agenda for TESOL Teacher Education (edited by Peter De Costa and Ozgehan Ustuk), HB 9781350262843, August 2023
This volume brings together international perspectives on the sociopolitical essence of TESOL teacher education, foregrounding concerns around power imbalances and sociopolitical challenges, such as racial injustice, gender discriminations, and class-based inequalities. These perspectives underscore how TESOL teacher education entails more than just equipping teachers with so-called best practices; rather, the chapters in this volume focus on educating reflexive teachers and sensitizing them to the importance of developing sociopolitically responsive pedagogical practices that take into account local social realities. The variety of foci covered in the chapters include teacher agency, identity, decolonizing language teacher education, feminist perspectives, critical awareness, self-efficacy, agency and empowerment. With contributions from Mexico, Norway, Pakistan, Turkey, the UK and the USA, the books proposes an agenda to redefine the role of TESOL and language teachers as agents of transformative social change.
Critical Autoethnography in Language Teacher Education (Bedrettin Yazan), HB 9781350269385, November 2023
This book explores the value and affordances of critical autoethnography, an established qualitative research methodology, for the construction of language teachers’ professional identities. Bedrettin Yazan responds to calls in recent scholarship for the incorporation of practitioners in the construction of their own professional knowledge and identities, the use of narrative as a tool for knowledge generation and identity construction, and the integration of identity as an explicit goal in language teacher education practices. He showcases examples of teacher candidates’ autoethnographic work from three different groups of language teacher candidates in two university-based teacher education programmes. Through the narration and analysis of the researchers’ own stories, the author discusses the potential of autoethnographic activity for the reconceptualization of language teachers as active agents in their own professional learning. He also discusses how these methodological procedures might be enriched by collaboration with colleagues, by potentially writing collaborative autoethnographies.
Critical Dialogic TESOL Teacher Education (edited by Fares J. Karam and Amanda Kibler), HB 9781350342071, March 2024
This edited volume showcases how teacher educators around the world engage with critical and dialogic approaches to prepare TESOL professionals. Language teachers are at the forefront of supporting the academic and social needs of increasingly ethnically and linguistically diverse student populations around the globe, and preparing critical and dialogic TESOL teachers with social justice orientations is essential to helping language learners fulfil their academic and linguistic potential. Although more experienced TESOL teachers may be able to agentively implement critical and dialogic approaches to instruction, we know little about what TESOL teacher educators do to help train and prepare language teachers who can do exactly that. In this volume, TESOL educators from various international contexts share their experiences on how they engage with critical and dialogic approaches to reimagine TESOL teacher education. Chapters include duoethnographic accounts, critical discourse analytic approaches, and case studies from various EFL and ESL contexts such as the United States, Morocco, New Zealand, Italy, Thailand, and Turkey.
