Teacher identity and quality teaching: Quality assurance for TESOL teacher education

Research output: Chapter in Book/Report/Conference proceedingChapters

Abstract

Quality assurance and teacher standards have become increasingly important in education, including TESOL teacher education, in the past decade. Quality assurance as teacher standards, however, has not been immune to criticism, including charges of inflexibility and the erosion of teacher autonomy. At the same time, there has been a rapid growth in interest by researchers and practitioners in teacher identity construction (TIC). This chapter considers the implications of this growing interest in TIC for understanding and operationalizing quality assurance and teacher standards in TESOL. It is argued that a TIC perspective on quality assurance might contribute to addressing some of the concerns about standards-based views. Specifically, a TIC perspective means that quality assurance must adopt a holistic, multi-layered perspective on quality TESOL teaching and teachers and that standards for teachers must be sufficiently flexible and situated to reflect the emergent and variable understandings and operationalization of quality teaching that will occur across diverse teachers, teaching contexts, and social settings. Copyright © 2020 selection and editorial matter, Juan de Dios Martínez Agudo; individual chapters, the contributors.
Original languageEnglish
Title of host publicationQuality in TESOL and teacher education: From a results culture towards a quality culture
EditorsJuan de Dios MARTÍNEZ AGUDO
Place of PublicationNew York
PublisherRoutledge
Pages185-193
ISBN (Electronic)9780429198243
ISBN (Print)9780367187873, 9780367187842
DOIs
Publication statusPublished - Nov 2019

Citation

Trent, J. G. (2019). Teacher identity and quality teaching: Quality assurance for TESOL teacher education. In J. D. D. Martínez Agudo (Ed.), Quality in TESOL and teacher education: From a results culture towards a quality culture (pp. 185-193). New York: Routledge.

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