Latest Issue

Explorations in Teacher Development: Volume 28 Issue 3 (Fall/Winter 2022)

The TD SIG is thrilled to announce the publication of Volume 28 Issue 3 of the Explorations in Teacher Development journal!

In this issue, you will find the following articles, across several categories, that make fresh contributions to thinking about teacher development:

Glen Stewart and Hayo Reinders report on an action-research project that takes “active learning” as something much more than an overly familiar slogan or top-down policy. In addition to presenting and analyzing findings across multiple research cycles, they distill their interpretations into recommendations for practice. Moreover, as many of the best research articles do, their paper models a careful exploration into taken-for-granted concepts and methods.

James Taylor investigates the often overlooked issue of teacher disability, specifically of teachers dealing with chronic illness. His article draws on the strengths of an insider perspective on a sensitive issue and puts original qualitative research in productive dialogue with multiple lines of scholarship. By illuminating the experiences of teachers with chronic illness, it offers the
potential to expand conceptions of disability and perceptions of how teachers are affected.

Michael Ellis reexamines the admonition against teacher talk in his reflection on starting lessons with brief small talk, that is, lighthearted anecdotes that do not necessarily have straightforward learning objectives. This reflection blends narrative inquiry with a small mixed-methods classroom research study to suggest more nuanced ways of thinking about and using teacher talk.

Koji Osawa reflects on his experience of finding ways to scaffold in-class speaking performance in a distance-learning context. This reflection sheds light on the importance of the social scaffolding of communication, even when it is mediated by computer and even when it is initially asynchronous.

Bob Kobylack, William Kuster, and Andrew Pedersen share their exploration into enhancing teacher collaboration within a university department with familiar online tools, which have taken on even more importance in times of pandemic.

Junyuan Chen shares her deep, and necessarily deeply personal, exploration of the literature on language teacher identity.

Timothy Ang reports on his satisfactions and dissatisfactions with his experience of being a part-time teacher at multiple universities, and from this vital lesser-heard perspective, makes the case for several possible improvements.

Click here to access this issue.