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:: Volume 20, Issue 1 (4-2017) ::
IJAL 2017, 20(1): 35-79 Back to browse issues page
Stepping into Mindful Education: A Teacher Educator’s Narrative of Contextualizing a SLTE Curriculum
Mahmood Reza Atai , Esmat Babaii , Mandana Zolghadri
Kharazmi University
Abstract:   (730 Views)
Initiation into contextualizing mindful second language teacher education (SLTE) has challenged teacher educators causing their retreat into mindless submission to ready-made standardized directives. To revive the starting perspective in curriculum development in light of the recent trend towards responsive SLTE, this practitioner research investigated how the context was incorporated into the initial program phase. We reported an intrinsic case self-study narrating the contextualization events unfolded in the first five sessions of an English language teacher education program in Karaj, Iran. Selected factors guided data mining in an interview, classroom interaction transcripts, reflective tasks, institutional documents, and the teacher educator’s journal entries and recollections.  The data underwent meaning-oriented, temporally sequenced content analysis. We redrafted the resulting narrative after member checking, and critical reviews.  Afterwards, we conducted a layered context-bound thematic analysis on the big story followed by further theme analysis of the existing and emerging facets of adaptive expertise.  Engagement in this narrative inquiry developed awareness of her practices and professional agency, constraints and affordances within the context of SLTE program.  The findings extend narrative knowledging to the wider professional community of SLTE.
Keywords: Adaptive expertise, Contextualization, Mindful teacher education, Narrative knowledging, Reflectivity, SLTE curriculum
Full-Text [PDF 664 kb]   (193 Downloads)    
Type of Study: Research | Subject: Special
Received: 2016/09/10 | Accepted: 2016/11/17 | Published: 2017/01/28
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Atai M R, Babaii E, Zolghadri M. Stepping into Mindful Education: A Teacher Educator’s Narrative of Contextualizing a SLTE Curriculum . IJAL. 2017; 20 (1) :35-79
URL: http://ijal.khu.ac.ir/article-1-2764-en.html


Volume 20, Issue 1 (4-2017) Back to browse issues page
Iranian Journal of Applied Linguistics
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