Burrowing into the Reciprocal Learning Collaboration of Two Instructors in an English-Medium University in Turkey

Autor/inn/en	Mitton-Kukner, Jennifer; Akyuz, Ciler
Titel	Burrowing into the Reciprocal Learning Collaboration of Two Instructors in an English-Medium University in Turkey
Quelle	In: Teacher Development, 16 (2012) 4, S.425-442 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1366-4530
DOI	10.1080/13664530.2012.717213
Schlagwörter	Teacher Collaboration; Teacher Characteristics; Foreign Countries; Professional Development; Teacher Educators; English (Second Language); Language Teachers; Teaching Experience; Second Language Learning; Second Language Instruction; Language of Instruction; Individual Development; Self Concept; Turkey + Suchen Sie Ihr Suchwort? Lehrerkooperation; Ausland; Teacher education; Education; Lehrerausbildung; Lehrerbildung; English as second language; English; Second Language; Englisch als Zweitsprache; Language teacher; Sprachunterricht; Zweitsprachenerwerb; Fremdsprachenunterricht; Teaching language; Unterrichtssprache; Individuelle Entwicklung; Selbstkonzept; Türkei
Abstract	This paper explores the authors' experiences as an early career teacher educator and English-language instructor in an English-medium university in Turkey. The theoretical framework shaping their collaboration draws upon a narrative view of teacher knowledge as an embodiment of teachers' experiences in schools in close relationship with their identities. Inquiring into moments that disrupted what the authors knew as instructors, they demonstrate how thinking narratively was vital to their professional development and understanding of the complexities shaping the backdrop of their higher educational context. They situate their learning in the field of professional development at the university level and propose that thinking narratively enables instructors across the career phases and disciplines to draw upon their range of experiences in ways that offer potential opportunities for support, reflection and self-growth. This interactive process, the authors suggest, suits the aim of professional teacher development and emphasizes reciprocal learning possibilities for early career and experienced instructors working collaboratively. (Contains 3 notes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10