A Transnational Doctoral Student Becoming a TESOL Teacher Educator: Identities, Emotions, Agency, and Ideologies in Critical Autoethnographic Narrative
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| Title: | A Transnational Doctoral Student Becoming a TESOL Teacher Educator: Identities, Emotions, Agency, and Ideologies in Critical Autoethnographic Narrative |
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| Language: | English |
| Authors: | Nguyen Dao, Kristen Lindahl (ORCID |
| Source: | TESOL Journal. 2025 16(3). |
| Availability: | 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 |
| Peer Reviewed: | Y |
| Page Count: | 13 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Foreign Students, Doctoral Students, Language Teachers, Second Language Instruction, English (Second Language), Teacher Educators, Professional Identity, Self Concept, Psychological Patterns, Ideology, Autobiographies, Ethnography, Personal Narratives, Feedback (Response), Seminars, Teacher Education |
| DOI: | 10.1002/tesj.70048 |
| ISSN: | 1056-7941 1949-3533 |
| Abstract: | In this study, we examined the use of Critical Autoethnographic Narrative (CAN) as a means to support doctoral students' identity development as language teacher educators (LTEs). Specifically, we focused on whether and how the use of CAN facilitated LTE identity development, how ideologies about language teaching and learning circulating in larger discourses appeared and evolved during the CAN process, and how the process of giving and receiving peer feedback influenced the development of ideological clarity relative to LTE identity construction. We drew on data from a transnational PhD student's (Nguyen's) CAN writing experiences during a semester-long doctoral seminar taught by Kristen on language teacher education in a US-based program, in collaboration with Bedrettin in designing and implementing CAN. We address this research question: "How did Nguyen negotiate and construct his identity as an emerging LTE through the process of composing a CAN?" Collaboratively analyzing data from his CAN writing among three of us, we found that Nguyen constructed his LTE identity by (1) identifying and problematizing ideologies, (2) agentively navigating the challenges of being a transnational practitioner, and (3) capitalizing on identities as a language learner, user, teacher, and researcher. Based on our findings presented in Nguyen's voice, we share conclusions that contribute to the existing scholarly conversation as well as the one in this special issue and implications for the preparation of LTEs. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1481666 |
| Database: | ERIC |
| Abstract: | In this study, we examined the use of Critical Autoethnographic Narrative (CAN) as a means to support doctoral students' identity development as language teacher educators (LTEs). Specifically, we focused on whether and how the use of CAN facilitated LTE identity development, how ideologies about language teaching and learning circulating in larger discourses appeared and evolved during the CAN process, and how the process of giving and receiving peer feedback influenced the development of ideological clarity relative to LTE identity construction. We drew on data from a transnational PhD student's (Nguyen's) CAN writing experiences during a semester-long doctoral seminar taught by Kristen on language teacher education in a US-based program, in collaboration with Bedrettin in designing and implementing CAN. We address this research question: "How did Nguyen negotiate and construct his identity as an emerging LTE through the process of composing a CAN?" Collaboratively analyzing data from his CAN writing among three of us, we found that Nguyen constructed his LTE identity by (1) identifying and problematizing ideologies, (2) agentively navigating the challenges of being a transnational practitioner, and (3) capitalizing on identities as a language learner, user, teacher, and researcher. Based on our findings presented in Nguyen's voice, we share conclusions that contribute to the existing scholarly conversation as well as the one in this special issue and implications for the preparation of LTEs. |
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| ISSN: | 1056-7941 1949-3533 |
| DOI: | 10.1002/tesj.70048 |
