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MA TESOL Students, Teacher Leadership, and Investment in the Imagined Other.

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Title: MA TESOL Students, Teacher Leadership, and Investment in the Imagined Other.
Authors: Potts, Diane1 (AUTHOR), Dong, Xudan1 (AUTHOR), Li, Xinjingyi1 (AUTHOR), Mohammed, Khoud1 (AUTHOR), Nguyen, Nhã1 (AUTHOR), Nguyen, Quynh1 (AUTHOR), Shimada, Shonosuke1 (AUTHOR)
Source: Second Language Teacher Education (SLTE). 2024, Vol. 3 Issue 2, p192-211. 20p.
Subject Terms: *Teacher leadership, *Language teachers, *Community attitudes, *Student engagement, *Foreign language education, *Education of language teachers, *Academic achievement, Interprofessional collaboration
Abstract: Teacher leadership matters: A statistically significant relationship exists between teacher leadership and student achievement, most notably in the facilitation of improvements in curriculum, instruction, and assessment. Equally important at a time when schools struggle to find qualified teachers, teacher participation in decision-making and professional collaboration is associated with increased job satisfaction and teacher retention. However, while leadership is a choice, research rarely investigates educators' reasons for behaving in ways that "influence their colleagues, principals, and other members of school communities" (York-Barr & Duke, 2004, p. 288). This article explores TESOL educators' investments in second-language teacher leadership (SLTL) and uses the lens of language teacher identity to examine their self-positioning as leaders within imagined future professional communities. During five cycles of data collection involving reading, journaling, and collective discussion, co-authors from China, Japan, Libya, and Vietnam reflected upon and analysed personal experiences of leadership, SLTL within place-based practices of language education, and their evolving identities as TESOL educators. Contrary to established research, participants' investments in SLTL focused on relationships and the creation of opportunities for an imagined other. They shied from the designation "leader" and foregrounded necessary actions. Although the two are not unrelated, the recurrent theme of commitment to others points to a disconnect between the organization of TESOL courses and participants' investment in professional knowledge as a path to service. [ABSTRACT FROM AUTHOR]
Copyright of Second Language Teacher Education (SLTE) is the property of University of Toronto Press and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: MA TESOL Students, Teacher Leadership, and Investment in the Imagined Other.
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  Data: <searchLink fieldCode="AR" term="%22Potts%2C+Diane%22">Potts, Diane</searchLink><relatesTo>1</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Dong%2C+Xudan%22">Dong, Xudan</searchLink><relatesTo>1</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Li%2C+Xinjingyi%22">Li, Xinjingyi</searchLink><relatesTo>1</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Mohammed%2C+Khoud%22">Mohammed, Khoud</searchLink><relatesTo>1</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Nguyen%2C+Nhã%22">Nguyen, Nhã</searchLink><relatesTo>1</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Nguyen%2C+Quynh%22">Nguyen, Quynh</searchLink><relatesTo>1</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Shimada%2C+Shonosuke%22">Shimada, Shonosuke</searchLink><relatesTo>1</relatesTo> (AUTHOR)
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  Data: <searchLink fieldCode="JN" term="%22Second+Language+Teacher+Education+%28SLTE%29%22">Second Language Teacher Education (SLTE)</searchLink>. 2024, Vol. 3 Issue 2, p192-211. 20p.
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  Data: *<searchLink fieldCode="DE" term="%22Teacher+leadership%22">Teacher leadership</searchLink><br />*<searchLink fieldCode="DE" term="%22Language+teachers%22">Language teachers</searchLink><br />*<searchLink fieldCode="DE" term="%22Community+attitudes%22">Community attitudes</searchLink><br />*<searchLink fieldCode="DE" term="%22Student+engagement%22">Student engagement</searchLink><br />*<searchLink fieldCode="DE" term="%22Foreign+language+education%22">Foreign language education</searchLink><br />*<searchLink fieldCode="DE" term="%22Education+of+language+teachers%22">Education of language teachers</searchLink><br />*<searchLink fieldCode="DE" term="%22Academic+achievement%22">Academic achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Interprofessional+collaboration%22">Interprofessional collaboration</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Teacher leadership matters: A statistically significant relationship exists between teacher leadership and student achievement, most notably in the facilitation of improvements in curriculum, instruction, and assessment. Equally important at a time when schools struggle to find qualified teachers, teacher participation in decision-making and professional collaboration is associated with increased job satisfaction and teacher retention. However, while leadership is a choice, research rarely investigates educators' reasons for behaving in ways that "influence their colleagues, principals, and other members of school communities" (York-Barr & Duke, 2004, p. 288). This article explores TESOL educators' investments in second-language teacher leadership (SLTL) and uses the lens of language teacher identity to examine their self-positioning as leaders within imagined future professional communities. During five cycles of data collection involving reading, journaling, and collective discussion, co-authors from China, Japan, Libya, and Vietnam reflected upon and analysed personal experiences of leadership, SLTL within place-based practices of language education, and their evolving identities as TESOL educators. Contrary to established research, participants' investments in SLTL focused on relationships and the creation of opportunities for an imagined other. They shied from the designation "leader" and foregrounded necessary actions. Although the two are not unrelated, the recurrent theme of commitment to others points to a disconnect between the organization of TESOL courses and participants' investment in professional knowledge as a path to service. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
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  Data: <i>Copyright of Second Language Teacher Education (SLTE) is the property of University of Toronto Press and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=187438851
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        Value: 10.3138/slte-31096-Potts
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      – Code: eng
        Text: English
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      – SubjectFull: Teacher leadership
        Type: general
      – SubjectFull: Language teachers
        Type: general
      – SubjectFull: Community attitudes
        Type: general
      – SubjectFull: Student engagement
        Type: general
      – SubjectFull: Foreign language education
        Type: general
      – SubjectFull: Education of language teachers
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      – SubjectFull: Academic achievement
        Type: general
      – SubjectFull: Interprofessional collaboration
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    Titles:
      – TitleFull: MA TESOL Students, Teacher Leadership, and Investment in the Imagined Other.
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              M: 07
              Text: 2024
              Type: published
              Y: 2024
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