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Over the decades, research into TESOL teacher education has grown considerably; yet studies focusing on the learning development of TESOL teacher educators remains curiously limited. With a specific focus on a postgraduate subject on second language (L2) oral communication and pedagogy, this article explores the reflective practices of a teacher educator during the subject’s redevelopment. Shulman’s (1986, 1987) categories of teacher knowledge are used to frame the analysis of the data collected which included three separate student surveys and two peer observations. Findings revealed that...

The talk on April 20 will feature Michael Lang, who will discuss the topic “Practice alone does not make perfect: 9 attributes of a reflective practitioner.”

The evaluation of teaching quality and practice is increasingly important in higher education and usually done via student surveys (quantitative data) alone. Much less attention is given to teachers’ self-evaluations of teaching practice (qualitative data). This emphasis on quantitative over qualitative data can result in incomplete and biased measures of teaching quality, and inappropriate changes to educational practice, which may, in turn, negatively impact outcomes, experiences and university micro-cultures. In this paper, we present a case study of an international residential masters m...

Joon Ae Haworth-Kaufka spotlights the perspective of a transracial adoptee in this micro-essay.

Nicola Clarke, senior lecturer at Birmingham City University, on the importance of reflection and how it is often misunderstood.