ピナー リチャード

<jats:title>Abstract</jats:title><jats:p>This article describes the professional identity formation of a group of pre‐service English as a foreign language student‐teachers at an initial English language teacher education program in Argentina. To this effect, a four‐year longitudinal study was designed drawing on the concept of funds of identity. Participants’ drawing of significant circles and interviews were used to document the main components of their funds of professional identity and the factors which informed their construction. In this paper, we specifically describe three student‐teachers’ funds of professional identity to exemplify three trends identified across the participants: (1) knowledge as a constant fund, (2) a shift from past to present and future funds, and (3) a shift from external to internal funds. Drawing on Esteban‐Guitart’s (2014) typology of funds of identity, this study puts forward a typology of funds of professional identity which incorporates three new funds, valuative, disciplinary, and anticipatory, to understand student‐teachers’ trajectories in language teacher education.</jats:p>

<jats:p>Humanizing complexity research is already strongly advocated by much of the literature on complexity (Kramsch, 2011; Larsen‐Freeman, 2011; Sampson, 2016) and yet there is a recent trend towards a potentially alienating approach, which could confound readers, utilising a dense vocabulary and overly technical methods. We advocate a more practical approach to complexity thinking, which continues on from McKinley’s (2019) paper on the teaching‐research nexus by advocating more practitioner‐based research which can provide emic and contextually situated insights into the language classroom.</jats:p>

AbstractThis inquiry had two primary aims; firstly to evaluate the feasibility of using autoethnography to gain an informed and more descriptive view of past teaching experiences and secondly to understand more about the experience of a teacher’s professional development in order to become a more reflective practitioner. This paper presents a narrative examining my experience of one of the high-points of my professional career as a language teacher. Through this inquiry I came to realise that I had begun a process of ‘mythologising’ this particular class, specifically by inadvertently foregrounding the final video project produced by one group of learners at the expense of a more holistic reflection. Autoethnography was employed as a means of re-examining the experience more methodically, thus benefiting my current practice whilst also exploring the usefulness of the research method. The findings highlight both the advantages and potential problems of narrative methods of inquiry and self-reflection.