At the Intersection of Self-Study and Core Practices: Innovation in Language Teacher Education?

• In Event: Roundtable Session 18
  In Roundtable Session: Self-Study in Teaching Practices

Abstract

In this self-study I explore how my recent shift from teacher educator to teaching K-12 language learners full time for one academic year has affected how I think about and approach my work as a teacher educator of ESOL (English to speakers of other languages) and world languages teachers. Through this examination I show how the commitments of work in self-study and practice-based pedagogy intersect within the practice-theory nexus, and how further work in which teacher educators study their use of practice-based pedagogy might benefit from using a self-study lens.

Author

• Megan Madigan Peercy, University of Maryland - College Park