TESOL teacher educators in higher education: A review of studies from 2010 to 2020

IF 4 2区文学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Language Teaching Pub Date : 2022-07-28 DOI:10.1017/S0261444822000209

R. Yuan, Icy Lee, Peter I. De Costa, Min Yang, Shuwen Liu

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引用次数: 2

Abstract

Abstract Despite the wide recognition of language teacher educators’ contributions in the field of Teaching English to Speakers of Other Languages (TESOL), research on language teacher educators has only picked up the pace in the last decade, shedding light on their cognition, practices, and identities in relation to various personal, interpersonal, and contextual factors. This article provides a systematic and critical review of 69 empirical studies on university-based TESOL teacher educators from 2010 and 2020. A methodological review was also conducted to analyze the different research approaches employed by previous researchers. A synthesis of the identified research led to four major themes, namely: (1) a general professional state (including responsibilities, challenges and quality), (2) professional engagement (including teaching, practicum supervision, and research and publishing), (3) cognition (including beliefs, knowledge, and expertise), as well as (4) continuous learning and identity development. Through a critical discussion of the themes, the review argues against the implicit yet powerful discourse that characterizes language teacher educators as ‘supermen/superwomen’ and emphasizes the need to humanize them as whole people by recognizing their unique strengths and struggles as well as diverse learning needs. The review also proposes a new research agenda to stimulate and deepen future investigations on language teacher educators in TESOL.

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高等教育中的TESOL教师教育者：2010-2020年研究综述

摘要尽管语言教师教育工作者在向其他语言使用者教授英语（TESOL）领域的贡献得到了广泛认可，但对语言教师教育者的研究在过去十年中才加快步伐，揭示了他们对各种个人、人际和情境因素的认知、实践和身份。本文对2010年至2020年对大学TESOL教师教育工作者的69项实证研究进行了系统和批判性的回顾。还进行了方法论综述，以分析先前研究人员采用的不同研究方法。综合已确定的研究得出了四个主要主题，即：（1）总体职业状态（包括责任、挑战和质量），（2）职业参与（包括教学、实习监督、研究和出版），（3）认知（包括信念、知识和专业知识），以及（4）持续学习和身份发展。通过对主题的批判性讨论，该评论反对将语言教师教育者描述为“超人/女超人”的隐含但有力的话语，并强调需要通过认识到他们的独特优势和斗争以及多样化的学习需求，将他们作为一个整体人性化。该综述还提出了一个新的研究议程，以激励和深化未来对TESOL语言教师教育工作者的调查。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Language Teaching Multiple-

CiteScore

7.10

自引率

2.80%

发文量

期刊介绍： Language Teaching is the essential research resource for language professionals providing a rich and expert overview of research in the field of second-language teaching and learning. It offers critical survey articles of recent research on specific topics, second and foreign languages and countries, and invites original research articles reporting on replication studies and meta-analyses. The journal also includes regional surveys of outstanding doctoral dissertations, topic-based research timelines, theme-based research agendas, recent plenary conference speeches, and research-in-progress reports. A thorough peer-reviewing procedure applies to both the commissioned and the unsolicited articles.