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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
Language: English
Authors: Nguyen Dao, Kristen Lindahl (ORCID 0000-0003-2123-2743), Bedrettin Yazan (ORCID 0000-0002-1888-1120)
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
FullText Text:
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  Data: A Transnational Doctoral Student Becoming a TESOL Teacher Educator: Identities, Emotions, Agency, and Ideologies in Critical Autoethnographic Narrative
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  Data: English
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  Data: <searchLink fieldCode="AR" term="%22Nguyen+Dao%22">Nguyen Dao</searchLink><br /><searchLink fieldCode="AR" term="%22Kristen+Lindahl%22">Kristen Lindahl</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-2123-2743">0000-0003-2123-2743</externalLink>)<br /><searchLink fieldCode="AR" term="%22Bedrettin+Yazan%22">Bedrettin Yazan</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-1888-1120">0000-0002-1888-1120</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22TESOL+Journal%22"><i>TESOL Journal</i></searchLink>. 2025 16(3).
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  Data: 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
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  Data: Y
– Name: Pages
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  Data: 13
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  Label: Publication Date
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  Data: 2025
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="DE" term="%22Foreign+Students%22">Foreign Students</searchLink><br /><searchLink fieldCode="DE" term="%22Doctoral+Students%22">Doctoral Students</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Teachers%22">Language Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Second+Language+Instruction%22">Second Language Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22English+%28Second+Language%29%22">English (Second Language)</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Educators%22">Teacher Educators</searchLink><br /><searchLink fieldCode="DE" term="%22Professional+Identity%22">Professional Identity</searchLink><br /><searchLink fieldCode="DE" term="%22Self+Concept%22">Self Concept</searchLink><br /><searchLink fieldCode="DE" term="%22Psychological+Patterns%22">Psychological Patterns</searchLink><br /><searchLink fieldCode="DE" term="%22Ideology%22">Ideology</searchLink><br /><searchLink fieldCode="DE" term="%22Autobiographies%22">Autobiographies</searchLink><br /><searchLink fieldCode="DE" term="%22Ethnography%22">Ethnography</searchLink><br /><searchLink fieldCode="DE" term="%22Personal+Narratives%22">Personal Narratives</searchLink><br /><searchLink fieldCode="DE" term="%22Feedback+%28Response%29%22">Feedback (Response)</searchLink><br /><searchLink fieldCode="DE" term="%22Seminars%22">Seminars</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Education%22">Teacher Education</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1002/tesj.70048
– Name: ISSN
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  Data: 1056-7941<br />1949-3533
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: 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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  Label: Abstractor
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  Data: As Provided
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  Label: Entry Date
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  Data: 2025
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  Label: Accession Number
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  Data: EJ1481666
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        Value: 10.1002/tesj.70048
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 13
    Subjects:
      – SubjectFull: Foreign Students
        Type: general
      – SubjectFull: Doctoral Students
        Type: general
      – SubjectFull: Language Teachers
        Type: general
      – SubjectFull: Second Language Instruction
        Type: general
      – SubjectFull: English (Second Language)
        Type: general
      – SubjectFull: Teacher Educators
        Type: general
      – SubjectFull: Professional Identity
        Type: general
      – SubjectFull: Self Concept
        Type: general
      – SubjectFull: Psychological Patterns
        Type: general
      – SubjectFull: Ideology
        Type: general
      – SubjectFull: Autobiographies
        Type: general
      – SubjectFull: Ethnography
        Type: general
      – SubjectFull: Personal Narratives
        Type: general
      – SubjectFull: Feedback (Response)
        Type: general
      – SubjectFull: Seminars
        Type: general
      – SubjectFull: Teacher Education
        Type: general
    Titles:
      – TitleFull: A Transnational Doctoral Student Becoming a TESOL Teacher Educator: Identities, Emotions, Agency, and Ideologies in Critical Autoethnographic Narrative
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            NameFull: Nguyen Dao
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            NameFull: Kristen Lindahl
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              Type: published
              Y: 2025
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              Value: 1949-3533
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              Value: 16
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            – TitleFull: TESOL Journal
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