The (im)possible mission of language teacher educators in Germany: Identity formation, development, and practice in institutionalised settings

IF 1.3 Q2 EDUCATION & EDUCATIONAL RESEARCH

TESOL Journal Pub Date : 2024-09-15 DOI:10.1002/tesj.878

David Gerlach

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引用次数: 0

Abstract

Research on language teacher identity and its development has shown that it can be crucial for teacher education to understand how identity development takes place. The few findings to date on language teacher educators and their identities show individual negotiation processes and antinomies, particularly due to transitions from teacher to teacher educator, the parallel roles of researcher and teacher educator, and so on. The project presented here examines the language teacher educator identities of 12 professionals within a highly structured training program in Germany through narrative inquiry as a means to allow for the reconstruction of biographies, identities, and practices. The narratives illustrate the normative settings of the structured system, such as set curricular guidelines, which can rarely be fulfilled by the teacher trainees, a lack of trust and professional relationship, or the struggle of the teacher educators between advisor on the one hand and evaluator on the other. The results provide implications and recommendations for other institutionalised settings in which language teacher educators work.

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德国语言教师教育者的（潜在）使命：制度化环境中的身份形成、发展与实践

对语言教师身份及其发展的研究表明，了解身份发展是如何发生的对教师教育至关重要。迄今为止，有关语言教师教育者及其身份认同的研究成果寥寥无几，这些研究成果显示了个人的协商过程和对立面，特别是从教师到教师教育者的过渡、研究者和教师教育者的平行角色等。本文介绍的项目通过叙事调查，研究了德国一个高度结构化的培训项目中 12 名专业人员的语言教师教育者身份，以此重建传记、身份和实践。叙事说明了结构化系统的规范性设置，如受训教师很少能完成的既定课程指导、缺乏信任和专业关系，或教师教育者在顾问和评估者之间的挣扎。研究结果为语言教师教育工作者在其他制度化环境中工作提供了启示和建议。

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来源期刊

TESOL Journal EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

3.30

自引率

7.10%

发文量

期刊介绍： TESOL Journal (TJ) is a refereed, practitioner-oriented electronic journal based on current theory and research in the field of TESOL. TJ is a forum for second and foreign language educators at all levels to engage in the ways that research and theorizing can inform, shape, and ground teaching practices and perspectives. Articles enable an active and vibrant professional dialogue about research- and theory-based practices as well as practice-oriented theorizing and research.