Experiencing and imagining new ways of becoming TESOL teachers
Hepple, Erika (2006) Experiencing and imagining new ways of becoming TESOL teachers. In 4th International Conference on Imagination and Education, 12-15 July 2006, Simon Fraser University, Vancouver, Canada. (Unpublished)
The question has been asked "Can we shape an imaginative teacher identity?" (Garrod 2005). This research explores how participating in an overseas school experience can contribute to developing TESOL teachers' professional identities. The particular context for this research is the experiences of a group of Hong Kong pre-service TESOL teachers attending a short language immersion program at a university in Australia. As part of this program, the teachers are attached to a local school, where they observe and interact with the school community. This research tracks the teachers' perceptions of how this experience has contributed to their understandings of what it means to be a TESOL teacher and to their own developing sense of professional identity. It is suggested that engaging in critical reflection on this intercultural experience can develop teacher knowledge, practice and sense of self. Recent research (Swain, in press) posits that verbal protocols, such as 'stimulated recall' are part of the learning process rather than mere data collection techniques. How can this potential of 'stimulated recall' be realized as part of the learning processes in TESOL teacher education?
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|Item Type:||Conference Paper|
|Divisions:||Current > Schools > School of Cultural & Professional Learning
Current > QUT Faculties and Divisions > Faculty of Education
|Copyright Owner:||Copyright 2006 (please consult the author).|
|Deposited On:||03 Apr 2013 01:30|
|Last Modified:||12 Jun 2013 15:41|
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