Authoring Teacher Development in a Graduate Seminar in Vietnam

Autor/in	Baurain, Bradley
Titel	Authoring Teacher Development in a Graduate Seminar in Vietnam
Quelle	In: TESL-EJ, 17 (2013) 3, (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1072-4303
Schlagwörter	Foreign Countries; English (Second Language); Second Language Instruction; English Teachers; Faculty Development; Diaries; Portfolios (Background Materials); Lesson Plans; Student Projects; Expectation; Personal Narratives; Inquiry; Praxis; Course Content; Research Methodology; Language Teachers; Graduate Students; Graduate Study; Vietnam + Suchen Sie Ihr Suchwort? Ausland; English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; English language lessons; Teacher; Teachers; Englischunterricht; Lehrer; Lehrerin; Lehrende; Diary; Tagebuch; Lesson planning; Unterrichtsplanung; Schulprojekt; Expectancy; Erwartung; Erlebniserzählung; Kursprogramm; Research method; Forschungsmethode; Language teacher; Sprachunterricht; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin
Abstract	The purpose of this narrative inquiry is to explore stories of teacher development experienced by English as a Foreign Language (EFL) teachers in a graduate seminar in Vietnam. The author was the instructor for the course, entitled "Literature and Language Teaching." Three types of data were collected: course documents, a professional diary kept by the author, and student portfolios, including diary entries, writing assignments, lesson plans, and group projects. Within a narrative framework, this study reveals the authoring processes underlying professional development in lived experience. Specifically, three narratives are (re)constructed around the theme of expectations--a collective seminar participants' story about overturned expectations, an individual participant's story about revived expectations, and a curricular story about fused personal and professional expectations. Teacher development is thus perceived not as a linear process of skill-building, but rather as a multidimensional process of narrative construction that problematizes boundaries between the personal and the professional and emerges as a story of coming to understand experience in ways that promote teacher praxis. (As Provided).
Anmerkungen	TESL-EJ. e-mail: editor@tesl-ej.org; Web site: http://tesl-ej.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10