Explorations in Teacher Development: Volume 27 Issue 3 (Winter 2021)
The TD SIG is thrilled to announce the publication of Volume 27 Issue 3 of the Explorations in Teacher Development journal!
This issue is currently available only to TD SIG members. It will be published on this website upon the release of the next issue (approximately March 2022).
In this issue, seven practitioner-researchers offer their experience and learning for potential resonances. In different ways, they all provide a peak behind the curtain of the interrelated development of teachers, curriculum, and pedagogy. All reveal an active beginner’s mind at work of returning to start to get it right, whether through questioning prior assumptions and practices, imagining the position of a novice student to inspire potential lifelong learning journeys, or translating among theories and practices in novel ways.
Takaaki Hiratsuka delineates how Exploratory Practice (EP) and Fanselovian Premises (FP) are powerful concepts not only on their own but also in tandem in second language teacher education. This power is illustrated through successful models of each of these forms of professional development as well as a careful synthesis of how each might lead into and complement the other. This article not only justifies these language teacher development concepts for potentially skeptical and curious readers, but also proposes several promising directions for future research.
John Pryce describes a self-directed teacher development project (TDP) driven by the question of how to most effectively introduce poetry to novices in an L2 classroom. As Pryce emphasizes, he chose poetry for this TDP partly because he had no experience teaching this genre before and therefore pushed him into new territory, but he also chose it for well-founded pedagogical reasons. This article presents and discusses the resulting task-based learning structure, its behind-the-scenes development process, and its recorded results.
Denver Beirne interrogates his own process of developing a model for teaching metaphor, from its initial stages as merely potential support for an engaging activity involving songs to its evolution over multiple iterations into a theoretically sound, carefully scaffolded pedagogical approach to an especially confusing aspect of language. Beirne highlights adjustments in each iteration in response to feedback in the classroom as well as to engagement with the scholarly literature. This article presents a persuasive argument for why and how
language teachers should attend explicitly to metaphor, and in so doing, illustrates how linguistic theory can translate productively into innovative pedagogy.
Kyle Hoover explores the literature on the use of formulaic sequences as an empowering academic writing strategy, and he presents a mini-unit as a carefully developed praxis, demonstrating the translation processes between theory and practice. In this article, Hoover invites readers to take inspiration from this mini-unit not only to teach L2 university student writers how they can more effectively approach writing research paper introductions, but also to explore other ways to foster a broad repertory of sustainable writing strategies through one’s teaching.
Tom Batten reflects on his experience with using reflective diaries in two small junior high school classes, which opened a consistent channel for students to communicate their experience of each lesson to the teachers. This, in addition to Batten’s own reflective entries, prompted epiphanies about learning and teaching, which in turn fed back into his work as a teacher and as a scholar. This article offers inspiration and advice for other teachers to use reflective diaries to illuminate, interrogate, and improve their teaching.
Robert Remmerswaal narrates his own teacher journey, which will undoubtedly resonate with other teachers who have found transformational power in educational theory; but it might also provoke new perspectives on how seemingly detached theories can become creative resources for innovative teachers in concrete settings. This article explores how Remmerswaal moved beyond an apprenticeship of observation and constructed a coherent and meaningful pedagogical approach of his own through engagement with the concepts of situated learning, distributed cognition, and gamification.
Finally, Olya Yazawa investigates through mixed-methods research the effects that teachers have on language learning motivation in a Japanese high school context. This article explores the relationship between autonomy needs support and self-determined motivation and reports on survey results regarding student perceptions of autonomy and motivation. Yazawa encourages other teachers to reflect on the complexities of motivation and autonomy and how they might better promote students’ perceptions of freedom in their English language learning.
- Exploratory Practice (EP) and Fanselovian Premises (FP) by Takaaki Hiratsuka
- Concrete Poetry: Introducing an Unfamiliar Literary Genre into the L2 Classroom by John Pryce
- Reflections on Developing a Model for Teaching Metaphor by Denver Beirne
- A Mini-Unit for Teaching Introductions with Formulaic Sequences in Academic Writing by Kyle Hoover
- My Experience with Reflective Diaries in the Classroom by Tom J. A. Batten
- Engaging Students: My Journey from Imitator to Innovator by Robert Remmerswaal
- Japanese High School Students’ Perceptions of Autonomy Needs Support by Olya Yazawa