Article published in:Teacher education and professional development for immersion and content-based instruction: Research on programs, practices, and teacher educators
Edited by Laurent Cammarata and T.J. Ó Ceallaigh
[Journal of Immersion and Content-Based Language Education 6:2] 2018
► pp. 218–243
Unpacking dimensions of immersion teacher educator identity
Inadequate teacher preparation for immersion programs remains a challenge. While there is a significant dearth of research on teacher development in immersion education, research focusing on immersion teacher educators (ITEs) is even more scant. Using self-study methodology, this study explores the professional learning and experiences of three teacher educators (TEs) as they construct new professional identities as ITEs as part of engagement in Lesson Study. The paper particularly focuses on two Mathematics teacher educators (MTEs) who were newcomers to the immersion education setting. A community of practice (CoP) framework was utilised to provide insights into what Vygotsky (1987) terms the twisting path of all three TEs as they engaged in the CoP. Critical moments of defending content as priority, negotiating an integrated space, and becoming immersion-responsive were revealed. CoP played a vital role in facilitating new professional identities and illuminates in multiple ways the exclusive and complex process of becoming an ITE.
Keywords: immersion teacher educator (ITE), professional identity, initial teacher education, professional development, self-study, community of practice (CoP)
Published online: 23 October 2018
Beijaard, D., Meijer, P., & Verloop, N.
Ben‐Peretz, M., Kleeman, S., Reichenberg, R., & Shimoni, S.
Cammarata, L., & Tedick, D. J.
Cavanaugh, S. H.
Clemans, A., Berry, A., & Loughran, J.
Department of Education (DENI) (Northern Ireland)
(2015) Learning leaders: A strategy for teacher professional learning. Retrieved from http://dera.ioe.ac.uk/25762/1/strategy-document-english.pdf
Department of Education and Skills
(2016) Policy on Gaeltacht Education 2017–2022. Retrieved from https://www.education.ie/en/Publications/Policy-Reports/Policy-on-Gaeltacht-Education-2017-2022.pdf
Fernandez, C., & Yoshida, M.
Fletcher, T., & Bullock, S.
Gilleece, L., Shiel, G., Clerkin, A., & Millar, D.[ p. 240 ]
Glaser, B. G.
Glaser, B. G., & Strauss, A. L.
Halquist, D., & Musanti, S. I.
Harris, J., Forde, P., Archer, P., Nic Fhearaile, S., & O’ Gorman, M.
Korthagen, F., Loughran, J., & Lunenberg, M. L.
Lave, J., & Wenger, E.
Leavy, A. M.
Leavy, A., & Hourigan, M.
Lewis, C., & Tsuchida, I.
Lunenberg, M., & Hamilton, M. L.
Mac Donnacha, S., Ní Chualáin, F., Ní Shéaghdha, A., & Ní Mhainín, T.
(2005) A Study of Gaeltacht Schools 2004. An Chomhairle Um Oideachas Gaeltachta agus Gaelscolaíochta. Retrieved from http://www.cogg.ie/wp-content/uploads/Staid-Reatha-na-Scoileanna-Gaeltachta-2004.pdf
McKeon, F., & Harrison, J. K.[ p. 241 ]
Mhic Aoidh, E., Garland, J., Nig Uidhir, G., & Sweeney, J.
Murray, J., Swennen, A., & Shagrir, L.
National Council for Curriculum and Assessment
Ní Dhrisceoil, M.
(2015) Conas mar a théann féiniúlacht an mhúinteora i bhfeidhm ar chleachtas Foghlaim Chomhtháite Ábhair agus Teanga (FCÁT) i nGaelcholáistí: Cás Staidéir [How does teacher identity impact on the implementation of content and language integrated learning (CLIL) in post primary Irish-medium schools: A case study] (Unpublished Master dissertation). Mary Immaculate College, Limerick, Ireland.
Ó Ceallaigh, T. J.
(2013) Teagasc foirm-dhírithe i gcomhthéacs an tumoideachais lán-Ghaeilge: Imscrúdú criticiúil ar dhearcthaí agus ar chleachtais mhúinteoirí [Form-focused instruction in Irish-medium immersion education: A critical examination of teachers’ perspectives and practices] (Unpublished doctoral dissertation). University College Cork, Cork, Ireland.
(2016) Ag plé le rigor mortis teangeolaíochta [Grappling with linguistic rigor mortis]. In T. J. Ó Ceallaigh & M. Ó Laoire (Eds.), An Chéad Chomhdháil Taighde Uile-Oileánda ar an Tumoideachas: Imeachtaí Comhdhála [The Inaugural All-Ireland Research Conference on Immersion Education: Conference Proceedings] (pp. 2–14). Retrieved from http://www.cogg.ie/wp-content/uploads/an-tumoideachas-bua-no-dua.pdf
Ó Ceallaigh, T. J., Leavy, A., & Hourigan, M.
(2016) An bhearna idir an teanga agus an tábhar a dhúnadh sa tumoideachas: Cur chuige bunaithe ar staidéar ceachta [Narrowing the gap between language and content in immersion: An approach based on lesson Study]. In T. J. Ó Ceallaigh & M. Ó Laoire (Eds.), An Chéad Chomhdháil Taighde Uile-Oileánda ar an Tumoideachas: Imeachtaí Comhdhála [The Inaugural All-Ireland Research Conference on Immersion Education: Conference Proceedings] (pp. 97–106). Retrieved from http://www.cogg.ie/wp-content/uploads/an-tumoideachas-bua-no-dua.pdf
Ó Ceallaigh, T. J., & Ní Shéaghdha, A.
(2017) Critéir aitheantais cuí um dhearbhú cáilíochta agus dea-chleachtais do bhunscoileanna agus iarbhunscoileanna lán-Ghaeilge ar bhonn uile Éireann. Baile Átha Cliath: Gaeloideachas [All-Ireland quality and best practice indicators for elementary and post primary Irish-medium schools]. Dublin: Gaeloideachas.
Ó Ceallaigh, T. J., Hourigan, M., & Leavy, A.
Ó Duibhir, P.[ p. 242 ]
O’ Dwyer, J. B., & Atli, H. H.
Ó Grádaigh, S.
Skovholt, T. M., & McCarthy, P. R.
Snow, M. A., Met, M., & Genesee, F.
Strauss, A., & Corbin, J.
Swennen, A., Jones, K., & Volman, M.
Tedick, D. J., & Fortune, T. W.
Tedick, D. J., & Wesely, P. M.
Vloet, K., & van Swet, J.
Vygotsky, L. S.
Walker, C., & Tedick, D. J.
Wenger, E.[ p. 243 ]
Williams, J., & Ritter, J. K.
Williams, J. J., Ritter, J. K., & Bullock, S. M.
Young, J. R., & Erickson, L. B.
Cited by 3 other publications
Bergroth, Mari, Júlia Llompart, Nathalie Pepiot, Karin van der Worp, Tjaša Dražnik & Sven Sierens
Hourigan, Mairéad & Aisling M. Leavy
Peltoniemi, Annika & Mari Bergroth
This list is based on CrossRef data as of 18 september 2021. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers. Any errors therein should be reported to them.