Sophie's Choices: One TESOL Professional's Journey

Autor/in	Housel, David A.
Titel	Sophie's Choices: One TESOL Professional's Journey
Quelle	In: MEXTESOL Journal, 45 (2021) 4, (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Housel, David A.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2395-9908
Schlagwörter	Language Teachers; Teacher Attitudes; Transformative Learning; Second Language Learning; Second Language Instruction; English (Second Language); Case Studies; Faculty Development; Decision Making; Career Development; Administrator Role; Professional Continuing Education; Preservice Teacher Education; Mentors; Supervision; Entrepreneurship; Career Change; Personal Narratives + Suchen Sie Ihr Suchwort? Language teacher; Sprachunterricht; Lehrerverhalten; Pädagogische Transformation; Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Case study; Fallstudie; Case Study; Decision-making; Entscheidungsfindung; Berufsentwicklung; Berufsfeldbezogener Unterricht; Weiterbildung; Lehramtsstudiengang; Lehrerausbildung; Unternehmungsgeist; Career changes; Berufswechsel; Erlebniserzählung
Abstract	While conducting a qualitative, semi-structured interview study that investigated the role of program administrators and managers in the field of teaching English to speakers of other languages (TESOL), the author encountered a TESOL professional whose 30-year career as an instructor, administrator, and owner of her own language school was so inspirational as to warrant its own exploration as a continuous professional development case study. Using the conceptual framework of continuous professional development (CPD) through the lenses of critically reflective practice and transformative and transformational learning (Brookfield, 2017; Cranton, 1996; Freire, 2007; Mezirow, 1991) and the methodological framework of the use of narratives in TESOL and teachers' narrative inquiry as professional development (Johnson & Golombek, 2002; Pavlenko, 2002), the author unravels each step of Sophie's career as a guidebook for other TESOL professionals who might be contemplating a similar journey. The author's findings highlight the impetus and decision-making processes behind each transition in her career trajectory and concludes by illuminating what Sophie identified as lessons learned. Since many TESOL professionals aspire to open their own language schools in an English as a foreign language (EFL) context, the lessons learned from that enterprise were delineated separately. The critical roles preservice preparation, CPD, and effective supervision and mentorship play when transitioning into administrative positions were identified as areas for further investigation and research, including how modifications in these areas might foster a more seamless professional evolution into entrepreneurship. (As Provided).
Anmerkungen	MEXTESOL Journal. Bernardo Couto 48, Col. Cuauhtemoc, Alcadía Cuauhtemoc, Ciudad de Mexico, 06880, Mexico. Tel: +55-55-66-87-49; e-mail: mextesoljournal@gmail.com; Web site: http://www.mextesol.net/journal/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01