Cover not available
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

 | Mary Immaculate College, University of Limerick
 | Mary Immaculate College, University of Limerick
 | Mary Immaculate College, University of Limerick
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)
Article outline
  • 1.Introduction
  • 2.A focus on the teacher educator
    • 2.1Teacher educator identity
    • 2.2Ways of developing teacher educator identity
  • 3.Immersion education and immersion teacher education in the Republic of Ireland: Issues and tensions
  • 4.Context of our study
  • 5.Methodology
    • 5.1Participants and procedure
    • 5.2Data collection
    • 5.3Data analysis
  • 6.Findings
    • 6.1Defending content as priority
    • 6.2Negotiating an integrated space
    • 6.3Becoming immersion-responsive
  • 7.Discussion
  • 8.Conclusions
  • References
Published online: 23 October 2018
DOI logo
https://doi.org/10.1075/jicb.17026.lea
References (67)
References
Beijaard, D., Meijer, P., & Verloop, N. (2004). Reconsidering research on teachers’ professional identity. Teacher and Teacher Education, 20 (2), 107–128. DOI logoGoogle Scholar
Ben‐Peretz, M., Kleeman, S., Reichenberg, R., & Shimoni, S. (2010). Educators of educators: Their goals, perceptions and practices. Professional Development in Education, 36 (1–2):, 111–129. DOI logoGoogle Scholar
Bullock, S. (2009). Learning to think like a teacher educator: Making the substantive and syntactic structures of teaching explicit through self-study. Teachers and Teaching, 15 1, 291–304. DOI logoGoogle Scholar
Cammarata, L., & Tedick, D. J. (2012). Balancing content and language in instruction: The experience of immersion teachers. The Modern Language Journal, 96 (2), 251–269. DOI logoGoogle Scholar
Cavanaugh, S. H. (1993). Connecting education and practice. In L. Curry & J. F. Wergin (Eds.) Educating professionals: Responding to new expectations for competence and accountability (pp.107–125). San Francisco, CA: Jossey-Bass.Google Scholar
Clemans, A., Berry, A., & Loughran, J. (2010). Lost and found in transition: The professional journey of teacher educators. Professional Development in Education, 36 1, 211–228. DOI logoGoogle Scholar
Darling-Hammond, L. (2006). Powerful teacher education: Lessons from exemplary programs. San Francisco, CA: Jossey-Bass.Google Scholar
Department of Education (DENI) (Northern Ireland) (2015). Learning leaders: A strategy for teacher professional learning. Retrieved from <[URL]>
Department of Education and Skills (2016). Policy on Gaeltacht Education 2017–2022. Retrieved from <[URL]>
Dinkelman, T. (2003). Self-study in teacher education: A means and ends tool for promoting reflective teaching. Journal of Teacher Education, 54 1, 6–18. DOI logoGoogle Scholar
Fernandez, C., & Yoshida, M. (2004). Lesson study: A Japanese approach to improving mathematics teaching and learning. Mahwah, NJ: Lawrence Erlbaum Associates.Google Scholar
Fletcher, T., & Bullock, S. (2012). Enacting literacy pedagogies: A collaborative self- study between teacher educators in physical education and science. Studying Teacher Education: A Journal of Self-Study of Teacher Education Practices, 8 1, 19–33. DOI logoGoogle Scholar
Gilleece, L., Shiel, G., Clerkin, A., & Millar, D. (2011). The 2010 national assessments of English reading and mathematics in Irish-medium primary schools. Main report. Dublin: Educational Research Centre.Google Scholar
Glaser, B. G. (1978). Theoretical sensitivity: Advances in the methodology of grounded theory. Mill Valley, CA: Sociology Press.Google Scholar
Glaser, B. G., & Strauss, A. L. (1967). The discovery of grounded theory: Strategies for qualitative research. New York, NY: Aldine de Gruyter.Google Scholar
Guilfoyle, K. (1995). Constructing the meaning of teacher educator: The struggle to learn the roles. Teacher Education Quarterly, 22 1, 11–27.Google Scholar
Halquist, D., & Musanti, S. I. (2010). Critical incidents and reflection: Turning points that challenge the researcher and create opportunities for knowing. International Journal of Qualitative Studies in Education, 23 (4),. 449–461. DOI logoGoogle Scholar
Harris, J., Forde, P., Archer, P., Nic Fhearaile, S., & O’ Gorman, M. (2006). Irish in primary schools – Long term national trends in achievement. Dublin: Government Publications.Google Scholar
Izadinia, M. (2014). Teacher educators’ identity: A review of literature. European Journal of Teacher Education, 37 (4), 426–441. DOI logoGoogle Scholar
Kavanagh, L. (2014). Exploring parental involvement and home-school relations in Irish immersion education: Integrating multiple perspectives. Journal of Immersion and Content-Based Language Education, 2 (1), 119–136. DOI logoGoogle Scholar
Korthagen, F., Loughran, J., & Lunenberg, M. L. (2005). Teaching teachers: Studies into expertise of teacher educators: An introduction to this theme issue. Teaching and Teacher Education, 21 (2), 107–115. DOI logoGoogle Scholar
Lave, J. (1996). Teaching, as learning, in practice. Mind, Culture, and Activity, 3 1, 149–164. DOI logoGoogle Scholar
Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge: Cambridge University Press. DOI logoGoogle Scholar
Leavy, A. M. (2015). Looking at practice: Revealing the knowledge demands of teaching data handling in the primary classroom. Mathematics Education Research Journal, 27 (3), 283–309. DOI logoGoogle Scholar
Leavy, A., & Hourigan, M. (2016). Using lesson study to support knowledge development in initial teacher education: Insights from early number classrooms. Teaching and Teacher Education, 57 1, 161–175. DOI logoGoogle Scholar
(2018). Using lesson study to support the teaching of early number concepts: Examining the development of prospective teachers specialized content knowledge. Early Childhood Education Journal, 46 (1), 47–60. DOI logoGoogle Scholar
Lewis, C., & Tsuchida, I. (1998). A lesson is like a swiftly flowing river: How research lessons improve Japanese education. American Educator, 22 (4), 12–17, 50–52.Google Scholar
Lunenberg, M., & Hamilton, M. L. (2008). Threading a golden chain: An attempt to find our identities. Teacher Education Quarterly, 35 (1): 185–205.Google Scholar
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 <[URL]>
McKeon, F., & Harrison, J. K. (2010). Developing pedagogical practice and professional identities of beginning teacher educators. Professional Development in Education, 36 (1–2), 25–44. DOI logoGoogle Scholar
Mhic Aoidh, E., Garland, J., Nig Uidhir, G., & Sweeney, J. (2012). Irish-medium initial teacher education: lessons from self-evaluation. In F. Waldron, J. Smith, M. Fitzpatrick, & T. Dooley (Eds.), Re-imagining initial teacher education: Perspectives on transformation (pp. 266–284). Dublin: The Liffey Press.Google Scholar
Murray, J., Swennen, A., & Shagrir, L. (2009). Understanding teacher educators’ work and identities. In A. Swennen &, M. Van der Klink (Eds.), Becoming a teacher educator. Theory and practice for teacher educators (pp. 29–43). Dordrecht: Springer. DOI logoGoogle Scholar
National Council for Curriculum and Assessment. (2006). Language and literacy in Irish-medium primary schools: Descriptions of practice. Dublin: Stationary Office.Google Scholar
Newberry, M. (2014). Teacher educator identity development of the non-traditional teacher educator. Studying Teacher Education, 10 (2):, 163–178. DOI logoGoogle Scholar
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.Google Scholar
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.Google Scholar
(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 <[URL]>
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 <[URL]>
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.Google Scholar
Ó Ceallaigh, T. J., Hourigan, M., & Leavy, A. (2018). Developing potentiality: Pre-service elementary teachers as learners of language immersion teaching. International Journal of Bilingual Education and Bilingualism. DOI logo.Google Scholar
Ó Duibhir, P. (2009). The spoken Irish of sixth class pupils in Irish immersion schools (Unpublished doctoral dissertation). Trinity College, Dublin.Google Scholar
O’ Dwyer, J. B., & Atli, H. H. (2015). A study of in-service teacher educator roles, with implications for a curriculum for their professional development. European Journal of Teacher Education. 38 (1): 4–20. DOI logoGoogle Scholar
Ó Grádaigh, S., (2015). Soláthar múinteoirí ábhar do na hiarbhunscoileanna lánGhaeilge & Gaeltachta [The provision of subject teachers for post primary Irish-medium and Gaeltacht schools]. Galway: An Chomhairle Um Oideachas Gaeltachta agus Gaelscolaíochta [National University of Ireland].Google Scholar
Schön, D. (1987). Educating the reflective practitioner. San Francisco, CA: Jossey-Bass.Google Scholar
Sikes, P., Measor, L., & Woods, P. (1985). Teacher careers: Crises and continuities. London: Falmer.Google Scholar
Skovholt, T. M., & McCarthy, P. R. (1988). Critical incidents: Catalysts for counselor development. Journal of Counseling and Development, 67 (2), 69–130. DOI logoGoogle Scholar
Snow, M. A., Met, M., & Genesee, F. (1989). A conceptual framework for the integration of language and content in second/foreign language instruction. TESOL Quarterly, 23 (2), 201–216. DOI logoGoogle Scholar
Stigler, J. W., & Hiebert, J. (1999). The teaching gap. New York, NY: Free Press.Google Scholar
Strauss, A., & Corbin, J. (1998). Basics of qualitative research: Techniques and procedures for developing grounded theory (2nd ed.). Thousand Oaks, CA: Sage.Google Scholar
Swennen, A., Jones, K., & Volman, M. (2010). Teacher educators: Their identities, sub‐identities and implications for professional development. Professional Development in Education, 36 (1–2), 131–148. DOI logoGoogle Scholar
Tedick, D. J., & Fortune, T. W. (2013). Bilingual/immersion teacher education. In C. A. Chapelle (Ed.), The Encyclopedia of Applied Linguistics (pp. 438–443). Hoboken, NJ: Wiley-Blackwell. DOI logoGoogle Scholar
Tedick, D. J., & Wesely, P. M. (2015). A review of research on content-based foreign/second language education in US K-12 contexts. Language, Culture, and Curriculum, 28 (1), pp. 25–40. DOI logoGoogle Scholar
Trent, J. (2013). Becoming a teacher educator: The multiple boundary-crossing experiences of beginning teacher educators. Journal of Teacher Education, 64 1, 262–275. DOI logoGoogle Scholar
Tripp, D. (1993). Critical incidents in teaching: Developing professional judgement. London: Routledge.Google Scholar
(2012). Critical incidents in teaching: Developing professional judgement. London: Routledge.Google Scholar
Vloet, K., & van Swet, J. (2010). ‘I can only learn in dialogue!’ Exploring professional identities in teacher education. Professional Development in Education, 36 (1), 149–168. DOI logoGoogle Scholar
Vygotsky, L. S. (1987). Thinking and speech. In R. W. Rieber & A. S. Carlton (Eds.), The collected works of L.S. Vygotsky, Vol. 1: Problems of general psychology (pp.39–285). New York, NY: Plenum Press.Google Scholar
Walker, C., & Tedick, D. J. (2000). The complexity of immersion education: Teachers address the issues. The Modern Language Journal, 84 (1), 5–27. DOI logoGoogle Scholar
Wenger, E. (1998). Communities of practice: Learning, meaning, and identity, Cambridge: Cambridge University Press. DOI logoGoogle Scholar
White, E. (2014). Being a teacher and a teacher educator – developing a new identity? Professional Development in Education, 40 (3), 436–449. DOI logoGoogle Scholar
Williams, J., & Ritter, J. K. (2010). Constructing new professional identities through self‐study: From teacher to teacher educator. Professional Development in Education, 36 (1), 77–92. DOI logoGoogle Scholar
Williams, J. J., Ritter, J. K., & Bullock, S. M. (2012). Understanding the complexity of becoming a teacher educator: Experience, belonging and practice within a professional learning community. Studying Teacher Education, 8 (3), 245–260. DOI logoGoogle Scholar
Zeichner, K. (1999). The new scholarship in teacher education. Educational Researcher, 28 (9), 4–15. DOI logoGoogle Scholar
(2007). Accumulating knowledge across self-studies in teacher education. Journal of Teacher Education, 58 (1), 36–46. DOI logoGoogle Scholar
Young, J. R., & Erickson, L. B. (2011). Imagining, becoming, and being a teacher: How professional history mediates teacher educator identity. Studying Teacher Education, 7 (2), 121–129. DOI logoGoogle Scholar
Zembylas, M. (2003). Interrogating “teacher Identity”: Emotion, resistance, and self-formation. Educational Theory, 53 (1), 107–127. DOI logoGoogle Scholar
Cited by (9)

Cited by nine other publications

Bower, Kim, Dieuwerke Rutgers & Laura Quigley
2024. Learner perceptions of a national CLIL innovation in foreign languages in the Republic of Ireland (5474). Frontiers in Education 9 DOI logo
Gozdawa-Gołębiowski, Romuald, Małgorzata Foryś-Nogala & Magdalena Walenta
2024. Investigating Polish EHE teachers’ practices and beliefs. A survey-based analysis.. Journal of English for Academic Purposes 68 ► pp. 101354 ff. DOI logo
Hourigan, Mairéad & Aisling M. Leavy
2024. The complexities of assuming the ‘teacher of teachers’ role during lesson study. Professional Development in Education 50:4 ► pp. 655 ff. DOI logo
Liang, Jingjing, Kane Meissel & Fiona Ell
2024. Understanding the professional identity of university-based teacher educators: A systematic review of the literature. International Journal of Educational Research 127 ► pp. 102406 ff. DOI logo
Rodríguez-Robles, Cristina, Lorena del Pino Rodriguez, Noemí Peña Trapero, María J. Serván-Núñez & Encarna Soto Gómez
2024. Lesson study and the challenges of initial teacher education in Europe: keys to sustainability. A literature review. International Journal for Lesson & Learning Studies DOI logo
Tedick, Diane J. & Laurent Cammarata
2023. Bilingual and Immersion Teacher Education. In The Encyclopedia of Applied Linguistics, ► pp. 1 ff. DOI logo
Bergroth, Mari, Júlia Llompart, Nathalie Pepiot, Karin van der Worp, Tjaša Dražnik & Sven Sierens
2022. Identifying space for mainstreaming multilingual pedagogies in European initial teacher education policies. European Educational Research Journal 21:5 ► pp. 801 ff. DOI logo
Peltoniemi, Annika & Mari Bergroth
2022. Developing language-aware immersion teacher education: identifying characteristics through a study of immersion teacher socialisation. International Journal of Bilingual Education and Bilingualism 25:4 ► pp. 1324 ff. DOI logo
Thomas, Enlli M. & Claire M. Dunne
2022. ITE provision in minority language contexts. Journal of Immersion and Content-Based Language Education 10:2 ► pp. 374 ff. DOI logo

This list is based on CrossRef data as of 9 january 2025. 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.