ID: 164
/ P34.P8.3P: 1
3P Network (Policymakers, Politicians, Practitioners)
Individual Paper
Orientation of proposal: This contribution is mainly a practioner, policy maker or community member contribution.ICSEI Congress Sub-theme: Engaged and purposeful dialogue between politicians, policymakers, academic researchers, educators and the wider school communityExploring the Relationship between Teachers' Mentors' School Experiences and University Teaching: A Duoethnographic Narrative to Re-conceptualise Teacher Education
Paulina Moya-Santiagos1, Tatiana Cárcamo-Rojas2
1UCL Institute of Education, United Kingdom; Universidad Andrés Bello, Chile; 2Universidad Metropolitana de Ciencias de la Educación, Chile
There have been numerous attempts to relate teaching development to teaching practice. However, little is known about how mentors of future teachers in Chile have used their school experiences to create university course syllabi and change or adapt their methodologies. In fact, their voices remain severely underrepresented in the design of national curricula, university modules, and teacher development courses. This research aims to address this gap by presenting a joint critical autoethnography of two Chilean female English language teachers who have experience in public schools and currently teach in tertiary education. Data were collected via a duoethnographic approach, a methodology that presents and analyzes two juxtaposing dialogic narratives to provide detailed, critical, and autobiographical accounts of both teachers' experiences regarding central issues in professional development. Drawing upon sociocultural theory, this study explores the sociocultural factors that influence mentors' incorporation of school experiences in course design and methodology adaptation. The findings highlight the benefits of experienced school teachers serving as mentors in teaching programs, as they can offer student teachers opportunities for deep reflection to address classroom realities and challenges often overlooked in university curricula. These critical reflections and interpretations of theory and practice in pedagogy can inform teacher education and re-conceptualize future pedagogical practices, where contextualized discussions and analysis of diverse student characteristics and contexts, as well as professional identity, workplaces, and voices of student and in-service teachers, play a central role in the design of teaching programs in Chile.
References
Ahmed, A., & Morgan, B. (2021). Postmemory and multilingual identities in English language teaching: A duoethnography. The Language Learning Journal, 49(4), 483-498.
Banegas, D. L., & Gerlach, D. (2021). Critical language teacher education: A duoethnography of teacher educators’ identities and agency. System, 98, 102474.
Barahona, M. (2015). English language teacher education in Chile: A cultural historical activity theory perspective. Routledge.
Barahona, M., & Ibaceta-Quijanes, X. (2022). Chilean EFL student teachers and social justice: Ambiguity and uncertainties in understanding their professional pedagogical responsibility. Teachers and Teaching, 1-15.
Flores, C. (2019). Beginning teacher induction in Chile: Change over time. International Journal of Educational Research, 97, 1-12.
Freire, P. (2018). Pedagogy of the oppressed. Bloomsbury Publishing USA.
Golombek, P. R., & Johnson, K. E. (2017). Re-conceptualizing teachers' narrative inquiry as professional development. Profile Issues in Teachers' Professional Development, 19(2), 15-28.
Hooks, B. (2014). Teaching to transgress. Routledge.
Johnson, K. E., & Golombek, P. R. (2011). A sociocultural theoretical perspective on teacher professional development. In Research on second language teacher education (pp. 15-26). Routledge.
Lewis, C., Enciso, P. E., & Moje, E. B. (Eds.). (2020). Reframing sociocultural research on literacy: Identity, agency, and power. Routledge.
Lowe, R. J., & Kiczkowiak, M. (2016). Native-speakerism and the complexity of personal experience: A duoethnographic study. Cogent Education, 3(1), 1264171.
Lowe, R. J., & Lawrence, L. (Eds.). (2020). Duoethnography in English language teaching: Research, reflection and classroom application (Vol. 78). Multilingual Matters.
Montenegro Maggio, H. (2016). The professional path to become a teacher educator: The experience of Chilean teacher educators. Professional Development in Education, 42(4), 527-546.
Pinner, R. S. (2018). Re-learning from experience: Using autoethnography for teacher development. Educational Action Research, 26(1), 91-105. DOI:10.1080/09650792.2017.1310665
Rose, H., & Montakantiwong, A. (2018). A tale of two teachers: A duoethnography of the realistic and idealistic successes and failures of teaching English as an international language. RElC Journal, 49(1), 88-101.
Sablo Sutton, S., Cuéllar, C., González, M. P., & Espinosa, M. J. (2022). Pedagogical mentoring in Chilean schools: An innovative approach to teachers' professional learning. International Journal of Mentoring and Coaching in Education, 11(1), 69-88.
Salinas, D. (2017). EFL Teacher Identity: Impact of Macro and Micro Contextual Factors in Education Reform Frame in Chile. World Journal of Education, 7(6), 1-11.
Smith, R., Connelly, T., & Rebolledo, P. (2014). Teacher-research as continuing professional development: A project with Chilean secondary school teachers. Innovations in the continuing professional development of English language teachers, 111-129.
Yazan, B. (2019). Identities and ideologies in a language teacher candidate's autoethnography: Making meaning of storied experience. TESOL Journal, 10(4)
ID: 233
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3P Network (Policymakers, Politicians, Practitioners)
Individual Paper
Orientation of proposal: This contribution is mainly an academic research contribution.ICSEI Congress Sub-theme: Leveraging research and data for inquiry, insight, innovation and professional learningIn Pursuit of Critical Literacy: Understanding the Experiences of Teachers in Northern Ireland
Donna Hazzard1, Geraldine Magennis-Clarke2, Eithne Kennedy3
1St Mary's University College, United Kingdom; 2St Mary's University College, United Kingdom; 3Dublin City University
Introduction
This proposed presentation will reflect on the impact of a successful and award winning critical literacy project, conceived and designed by Dr Donna Hazzard. The project has been carried out in Northern Ireland primary and post-primary schools annually, from 2017 to present. In the academic year 2021 - 2022, approximately 120 schools and over 9,000 pupils participated.
Methodology
This study adopted a qualitative research design. Research methods included questionnaires to participating teachers supported by several semi-structured interviews. Data was analysed and coded thematically.
Impact
The impact of the Young News Readers Critical Literacy project is reflected in its ongoing success. Since its conception in 2017, this Northern Irish project has been taken up annually by approximately 120 primary and post-primary schools, involving 9,000 Key Stage Two and Three children and young people.
Findings
Though data shows varying levels of knowledge and understanding of critical literacy, this innovative critical literacy project is having a positive impact on teachers’ engagement with the nebulous and complex concept that is critical literacy.
The data signals a philosophical assertation and commitment among some participants to transform pedagogy to empower children and young people by equipping them with the knowledge, behaviour and skills needed to recognise power relations in their everyday lives. Participants communicated the need for a curriculum and classroom practice that is grounded in the lives of students, critical in its approach to the world, hopeful, joyful, kind, academically engaging and rigorous. All of which are key attributes of having a critical literacy perspective.
Future goals
As a transformative pedagogy, critical literacy has potential to develop tendencies and sensibilities that will help create active, critically conscious citizens. Our goal is to develop and extend engagement with critical literacy across schools in Ireland and beyond.
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