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| LEADERSHIP UPDATES |
| LETTER FROM THE 2015-2016 PAST CHAIR |
| Nikki Ashcraft, University of Missouri, Columbia, Missouri, USA |
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| ARTICLES |
| WHAT IS SELF-STUDY?: SELF-STUDY AND ITS POTENTIAL FOR LANGUAGE TEACHER EDUCATION |
| Megan Madigan Peercy, University of Maryland, College Park, Maryland, USA |
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Self-study research has considerable potential to contribute to a much-needed evolution in the knowledge base for the preparation of teachers of ELLs. Particularly in an era of globalization and shifting demands, we need to rethink how to engage in this important work. Read More |
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| USING SELF-STUDY TO ADVANCE RESEARCH IN TESOL TEACHER EDUCATION: EXAMINING MY EL IDENTITY TO IMPROVE MY EFFECTIVENESS AS AN INSTRUCTIONAL COACH WITH TEACHERS OF ELS |
| Delia E. Racines, University of Southern California, Los Angeles, California, USA |
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Self-study
breaks down the walls of assumptions, and acknowledges that what both teachers
and iCoaches really need depends on the context of their own experiences in
schools and classrooms (Hayler, 2010; Knight, 2007; Musanti & Pence, 2010;
Tudball, 2007). Self-study research methodology acknowledges that what educators truly need depends on the context of their experiences in schools. Read More |
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| SELF-STUDY IN TESOL TEACHER EDUCATION: TOWARD A COHERENT APPROACH TO PREPARING MAINSTREAM TEACHERS TO IDENTIFY AND TEACH LANGUAGE |
| Laura Schall-Leckrone, Lesley University, Cambridge, Massachusetts, USA |
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This brief article demonstrates how teacher educators can use self-study to respond to policy changes in teacher preparation that impact emergent bilingual learners and their teachers. Study participants and practitioners agreed one state mandated course is insufficient preparation to put language-based teaching strategies into practice with BLs; teachers became linguistically aware rather than linguistically responsive. Read More |
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| USING SELF-STUDY IN TEACHER EDUCATION PRACTICES TO ADVANCE RESEARCH IN TESOL TEACHER EDUCATION |
| Judy Sharkey, University of New Hampshire, Durham, New Hampshire, USA |
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Despite its growth in general teacher education, self-study in
teacher education practices (SSTEP) has not yet gained a foothold in
TESOL teacher education. This brief article highlights SSTEP’s alignment
with TESOL’s research goals and principles and the valuable role of
self-study in advancing the research agenda within TESOL teacher
education. Read More |
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| BOOK REVIEWS |
| REVIEW OF SELF-STUDY AND DIVERSITY II: INCLUSIVE TEACHER EDUCATION FOR A DIVERSE WORLD |
| Megan DeStefano, University of Maryland, College Park, Maryland, USA |
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By giving a voice to diverse teacher educators, Self-Study and Diversity II: Inclusive Teacher Education for a
Diverse World provides a broad representation of perspectives
on self-study in teacher education. A relevant contribution to the
field, the authors’ counterstories will appeal to teacher educators and
preservice teachers alike. Read More |
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| REVIEW OF POLYVOCAL PROFESSIONAL LEARNING THROUGH SELF-STUDY RESEARCH |
| Johanna M. Tigert, University of Maryland, College Park, Maryland, USA |
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The editors of Polyvocal Professional Learning Through
Self-Study Research point out that self-study research is
relevant to many different professions, although many of the chapters
are about teaching and teacher education. Indeed, the diverse
perspectives represented in the book make it a prime example of
polyvocality in itself. Read More |
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| REVIEW OF MINDFUL TEACHING AND LEARNING: DEVELOPING A PEDAGOGY OF WELL-BEING |
| Tabitha Kidwell, University of Maryland, College Park, Maryland, USA |
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Mindful Teaching and Learning: Developing a Pedagogy
of Well-Being will be of interest to TESOL professionals
interested in developing courses on mindful teaching or adopting a
mindful practice themselves. Doing so promises to help reduce stress
levels, support student achievement, and increase levels of well-being
for all those involved. Read More |
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| ABOUT THIS COMMUNITY |
| ABOUT THIS COMMUNITY |
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