Methodological Issues and Reflexivity Practices in Qualitative Language Teacher Education Research
Published on 28. November 2025
284 pages
978-1-040-61368-9 (ISBN)
Description
This volume brings together researchers from around the world, including Mexico, USA, China, Japan, Iran, Turkiye, Indonesia and the UAE, conducting qualitative research in the field of language teacher education.
Each chapter highlights cutting-edge research in language teacher education with particular emphasis on non-traditional research methods, including autoethnography, narrative inquiry, participatory action research, and video-cued multivocal ethnography. The contributors discuss the methodological challenges experienced by the researcher(s) and participants in each study and share their recommendations for best practice. Discussion questions and research activities and assignments are included at the end of each chapter.
Designed for students at both the advanced undergraduate and graduate levels, this volume is an essential guide for researchers interested in qualitative research methods, language teacher education, reflexivity and researcher positionality.
Each chapter highlights cutting-edge research in language teacher education with particular emphasis on non-traditional research methods, including autoethnography, narrative inquiry, participatory action research, and video-cued multivocal ethnography. The contributors discuss the methodological challenges experienced by the researcher(s) and participants in each study and share their recommendations for best practice. Discussion questions and research activities and assignments are included at the end of each chapter.
Designed for students at both the advanced undergraduate and graduate levels, this volume is an essential guide for researchers interested in qualitative research methods, language teacher education, reflexivity and researcher positionality.
Reviews / Votes
"This collection of chapters will be prized by language teacher educators and researchers who want to develop their own reflexive practices. Their students will find it to be an accessible guidebook for helping them on their journey to becoming reflexive researchers. And all readers will find chapter authors' accounts of challenges, complications, and insights gained through the messy and sometimes risky process of conducting qualitative research process both reassuring and instructive."- Elizabeth R. Miller, Professor of English at University of North Carolina at Charlotte
More details
Series
Language
English
Place of publication
London
United Kingdom
Publishing group
Taylor & Francis Ltd
Target group
College/higher education
Professional and scholarly
Product notice
Reflowable
Illustrations
5 Tables, black and white; 2 Line drawings, black and white; 7 Halftones, black and white; 9 Illustrations, black and white
File size
3,11 MB
ISBN-13
978-1-040-61368-9 (9781040613689)
Copyright in bibliographic data and cover images is held by Nielsen Book Services Limited or by the publishers or by their respective licensors: all rights reserved.
Schweitzer Classification
Other editions
Additional editions
Gloria Park | Oksana Moroz | Sarah Henderson Lee
Methodological Issues and Reflexivity Practices in Qualitative Language Teacher Education Research
Book
11/2025
1st Edition
Routledge
€208.00
Shipment within 15-20 days
Persons
Gloria Park is a Professor in the Graduate Studies in Composition & Applied Linguistics at Indiana University of Pennsylvania.
Oksana Moroz is an Assistant Professor of English and Director of Writing at Messiah University.
Sarah Henderson Lee is Chair and Professor of English at Minnesota State University, Mankato.
Bedrettin Yazan is Professor in the Department of Bicultural-Bilingual Studies at the University of Texas at San Antonio.
Oksana Moroz is an Assistant Professor of English and Director of Writing at Messiah University.
Sarah Henderson Lee is Chair and Professor of English at Minnesota State University, Mankato.
Bedrettin Yazan is Professor in the Department of Bicultural-Bilingual Studies at the University of Texas at San Antonio.
Content
Introduction: Interrogating Researcher Selves: Embracing Complexity, Navigating Messiness, and Practicing Reflexivity of Qualitative Research in Language Teacher Education Section I: Participatory Action Research 1. Navigating the Complexities: Becoming a Community-Based Participatory Action Researcher and English Language Teacher alongside Resettled Refugee Youth 2. Negotiating with Co-Researchers and Other Moves from Participatory Action Research Section II: Critical and Feminist Inquiry 3. Becoming a Researcher on the Inside from the Outside: Epistemological and Personal Reflexivity of a Lebanese Muslim Teacher-Scholar 4. Methodological Reflections of Reflexivity as a Portraitist 5. Foregrounding relationships and the material world in qualitative research on feminist transnational English teacher education Section III: Classroom Based Inquiry 6. Navigating Dual Roles: A Teacher-Researcher's Reflexivity Journey in a College Composition Classroom 7. Becoming a Vygotskian Language Teacher Educator and Researcher through Interventionist Inquiry 8. Working Collaboratively Across Hierarchical Institutional Titles: Elevating Voices and Experiences of PSTs Section IV: Collaborative Inquiry 9. Language Ideologies and Reflective Thinking in Multilingual Language Education: Insights from Video-Cued Multivocal Ethnography 10. Researching within a Collaborative Qualitative Approach in a BA Program in Language Teaching at a Public University in Oaxaca, Mexico: Challenges and Benefits 11. Reflexive Qualitative Inquiry into Emotioncy and Teacher Identity in Afghanistan Section V: Autoethnographies 12. Teacher Agency in CLIL Policy Implementation: Constructing a Transformative Collegial Space Through Collective Autoethnography 13. Pracademic Identities and Trajectories: An Autoethnographic Reflection of a Community College-Based English Language Educator 14. Critical Autoethnographic Narrative as a Self-Reflexivity Component of a Qualitative Research Course in TESOL Teacher Education 15. Complexity and messiness in a language teacher identity study: Takeaways from exploring teacher disposition through autoethnography Afterword: Some Thoughts on Reflexivity in Language Teacher Education Research: An Afterword
