An ecological inquiry into the identity formation of a novice TESOL research mentor: Critical autoethnographic narratives in focus
Yükleniyor...
Dosyalar
Tarih
2024
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
SAGE Publications
Erişim Hakkı
info:eu-repo/semantics/closedAccess
Özet
This study reports on the identity formation of the author as a novice research mentor of an independent research course for TESOL teachers over six months (from the course design to the first research submission). The data is collected from four critical autoethnographic narratives written by the author before, during, and after this period. The narratives were analysed thematically with an eye on the theoretical underpinning of the study, i.e. ecological perspective, in three ecological layers namely micro-, meso-, and macrosystem. The results revealed that the author’s identity construction was influenced by different factors such as ‘autonomy in mentoring’, ‘mediating mentorship’, or ‘academic recognition’ in three levels of educational ecology. The results of this study can motivate research mentors and teacher educators, specifically novice ones, to find some similarities with the ideas discussed in this research and to record their lived experiences as a tool for reflection.
Açıklama
Anahtar Kelimeler
Autoethnography, Critical Autoethnographic Narrative, Educational Ecology, Novice Research Mentor, TESOL Research Mentoring
Kaynak
Language Teaching Research
WoS Q Değeri
Q1
Scopus Q Değeri
Q1
Cilt
Sayı
Künye
Kamali, J. (2024). An ecological inquiry into the identity formation of a novice TESOL research mentor: Critical autoethnographic narratives in focus. Language Teaching Research, 1-22. https://www.doi.org/10.1177/13621688241251953
