In this book Julian Edge explores the construct of reflexivity in teacher education, differentiating it from, while locating it in, reflective practice. Reflexivity is the key concept underpinning a view of teacher education that binds together the orientations of action research and personal development in a way that establishes common ground, common purpose, and common experience between teachers and teacher educators. Augmenting the field in important ways, The Reflexive Teacher Educator in TESOL: * develops the concept of praxis as it resolves the usual theory/practice dichotomy of teacher education * introduces a framework (Copying, Applying, Theorising, Reflecting, Acting) that allows present and prospective teacher educators to become reflexive individuals * uses a narrative, autobiographical voice that explicates the concepts involved, while also offering practical methodological procedures for teacher education. Written with clarity and style, scholarly yet personal, dealing with reflexivity in an accessible yet non-trivial way, this book -- a first in the field, distinctive in terms of what the story is and how it is told -- is a gift to the profession of TESOL teacher education.

In this book Julian Edge explores the construct of reflexivity in teacher education, differentiating it from, while locating it in, reflective practice. Reflexivity is the key concept underpinning a view of teacher education that binds together the orientations of action research and personal development in a way that establishes common ground, common purpose, and common experience between teachers and teacher educators. Augmenting the field in important ways, The Reflexive Teacher Educator in TESOL: * develops the concept of praxis as it resolves the usual theory/practice dichotomy of teacher education * introduces a framework (Copying, Applying, Theorising, Reflecting, Acting) that allows present and prospective teacher educators to become reflexive individuals * uses a narrative, autobiographical voice that explicates the concepts involved, while also offering practical methodological procedures for teacher education. Written with clarity and style, scholarly yet personal, dealing with reflexivity in an accessible yet non-trivial way, this book -- a first in the field, distinctive in terms of what the story is and how it is told -- is a gift to the profession of TESOL teacher education.

An investigation of the developing discourses of English language teachers in teaching and training, showing how teachers are shaped by the discourses they participate in and how they shape these discourses. By analysing professional development through professional discourse the book sheds light on what teachers do and why they do it.

An investigation of the developing discourses of English Language teachers in teaching and training. Showing how teachers are shaped by the discourses they participate in and how they shape these discourses. By analyzing professional development through professional discourse the book sheds light on what teachers do and why they do it.

In "Continuing Cooperative Development," a series of guided tasks helps the reader acquire specific skills of listening and responding that, in turn, help a speaker to express and articulate thoughts and plans that lie just beyond what they knew that they knew.
By adopting a certain style of speaking and listening to colleagues for agreed periods of time, motivated professionals can take individual control of their own development and increase the feeling of collegiality in their workplace. "Continuing Cooperative Development" draws on Edge's experience of more than ten years using this framework worldwide and provides authentic examples to guide the reader. This interactive framework is demonstrated in the book as part of a reflective teaching approach in response to everyday classroom problems, and also as part of a more formal, action-research approach to the formulation of local educational theory.
The key theme of this book is the power of non-judgmental discourse to facilitate the development of ideas and action, accessing both cognitive and emotional intelligence. The transcribed and interpreted data of authentic interactions from the Americas, Europe, and Asia serve as evidence for the argument and as guidelines for implementation.
The work is set in the field of TESOL, although its relevance reaches across discipline boundaries. The teachers featured in the book have duties ranging from the instruction of young learners to the supervision of doctoral research. The common denominator is that these people are motivated educators, committed to extending their own understanding and developing their own style of being an aware professional.