Unpacking Language Teacher Educators' Expertise: A Complexity Theory Perspective

Autor/inn/en	Yuan, Rui; Yang, Min
Titel	Unpacking Language Teacher Educators' Expertise: A Complexity Theory Perspective
Quelle	In: TESOL Quarterly: A Journal for Teachers of English to Speakers of Other Languages and of Standard English as a Second Dialect, 56 (2022) 2, S.656-687 (32 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0039-8322
DOI	10.1002/tesq.3088
Schlagwörter	Language Teachers; Teacher Educators; Second Language Learning; Second Language Instruction; English (Second Language); Teacher Attitudes; Teacher Education Programs; Teaching Methods; Evidence Based Practice; Dialogs (Language); Well Being; Emotional Intelligence; Expertise; Foreign Countries; Theories; Teacher Effectiveness; Context Effect; Hong Kong + Suchen Sie Ihr Suchwort? Language teacher; Sprachunterricht; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Lehrerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Dialog; Dialogs; Dialogue; Dialogues; Well-being; Wellness; Wohlbefinden; Emotionale Intelligenz; Expert appraisal; Ausland; Theory; Theorie; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Hongkong
Abstract	Informed by the perspective of complexity theory, this study seeks to explore two English-as-a-foreign-language (EFL) teacher educators' expertise in Hong Kong. Drawing on data from interviews, field observation, and informal communication over one academic year, the study revealed that the teacher educators' expertise entailed different components: (1) a dialogic teaching approach informed by research-based and contextualized knowledge; (2) emotional intelligence for maintaining personal emotional wellbeing and channeling emotions for effective teaching; (3) a reflective and agentive mindset for continuous learning; as well as (4) willingness and capacity to promote and distribute expertise in multiple communities. The participants' expertise functioned and transformed through their continuing engagement in different forms of teacher education practice, influenced by their personal beliefs and situated contexts. The study concludes with practical implications for language teacher educators on how to develop their expertise as a complex, adaptive, and evolving system in daily practice. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01