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2012 - ATE Annual Meeting Pages: unavailable || Words: 1099 words || 
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1. Albrecht, Nancy. and Sehlaoui, Salim. "The Inter-Relationship between Knowledge Base Self-Efficacy and Self-Confidence in A TESOL Teacher Education Program" Paper presented at the annual meeting of the ATE Annual Meeting, Hyatt Regency Riverwalk Hotel, San Antonio, Texas, Feb 11, 2012 Online <PDF>. 2019-07-19 <http://citation.allacademic.com/meta/p528189_index.html>
Publication Type: Single Paper Format
Review Method: Peer Reviewed
Abstract: Presenters discuss research results targeting Teaching of English to Speakers of Other Languages (TESOL) program completers’ self-efficacy and self-image as it relates to the content knowledge areas of assessment, applied linguistics, TESOL methodology, and cross-cultural communication and cultural awareness Program goals provide for effective teacher education in rural/suburban areas to improve academic achievement of P/K-12 English Learners.

2014 - Advancing Teacher Education that Matters in Teaching, Learning, and Schooling. Pages: unavailable || Words: 271 words || 
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2. Chasteen, Cynthia. "Exploring TESOL Courses' Influence on Preservice Teachers' Emerging Identities" Paper presented at the annual meeting of the Advancing Teacher Education that Matters in Teaching, Learning, and Schooling., Hyatt Regency St. Louis Riverfront, St. Louis, MO, Feb 14, 2014 Online <PDF>. 2019-07-19 <http://citation.allacademic.com/meta/p676347_index.html>
Publication Type: Single Paper Format
Review Method: Peer Reviewed
Abstract: Identity is a construct that evolves as a result of experience. Preservice elementary teachers constantly negotiate their “Pre-Teaching Identities” (Flores & Day, 2006) during teacher education courses and practicum experiences. A longitudinal qualitative case study employing Critical Discourse Analysis guided by Gee's (2010) "Building Tasks" explores the impact of six TESOL courses on four preservice elementary teachers' emerging identities.

2013 - LRA 63rd Annual Conference Pages: unavailable || Words: 1867 words || 
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3. Murphy Odo, Dennis. "Investigating the Role of Computer-mediated Feedback in Academic Writing: Voices from International Doctoral Students in TESOL" Paper presented at the annual meeting of the LRA 63rd Annual Conference, Omni Dallas Hotel, Dallas, Texas, Dec 04, 2013 Online <PDF>. 2019-07-19 <http://citation.allacademic.com/meta/p662382_index.html>
Publication Type: Conference Paper/Unpublished Manuscript
Review Method: Peer Reviewed

2013 - 57th Annual Conference of the Comparative and International Education Society Words: 618 words || 
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4. Marquardt, Sheila. "(Re)telling: A narrative inquiry into pre-service TESOL teachers’ study abroad experiences" Paper presented at the annual meeting of the 57th Annual Conference of the Comparative and International Education Society, Hilton Riverside Hotel, New Orleans, LA, Mar 10, 2013 <Not Available>. 2019-07-19 <http://citation.allacademic.com/meta/p641930_index.html>
Publication Type: Conference Paper/Unpublished Manuscript
Review Method: Peer Reviewed
Abstract: Learning to teach ESL entails not only knowledge of linguistics, pedagogy, and curriculum, but it also entails negotiating challenges to identity, cultural sensibilities, and emotional relations. In order to make sense of these challenges, I inquire into the experiences of pre-service TESOL teachers teaching and learning experiences in a study abroad context in Malaysia. shown through their stories, their bodies and their tears. My study focuses on learning-to-teach stories in three contexts: the Malaysian-context field, the students' local school placements, and the language assessment undergraduate course in which they were enrolled during this study-abroad program.

This study offers narrative inquiry (Clandinin, D. J. & Connelly, F. M., 2000) as an alternative to psychology as a framework for negotiating the challenges to identity, cultural sensibilities, and Shoshana Felman and Dori Laub’s (1992) framework of bearing witness to make sense of the crises, listening, witnessing and testimony, the stories give possibility to a new way of knowing and responding to students. The research framework of narrative inquiry is a three-dimensional narrative inquiry space which allows the inquiries to travel inward, outward, backward, forward, and situated within a place. The multi-dimensional inquiry space allows a researcher to story and re-story experience by drawing on past experiences, related experience, possible (not yet conceived) experiences, and current experiences.

In brief, this study inquires into the experiences of pre-service TESOL teachers from a midwestern university in a study abroad context in rural Malaysia. Using the elements of narrative inquiry as suggested by Clandinin and Connelly, I collected field texts such as observation notes, journaling, interviews, reflection and re-storied these experiences into my own experience as a researcher in this context.

While I had set out to study the general experiences of the pre-service teachers in a study abroad context, I found instead stories of crisis created by the context and confrontation with “the other” and trying to respond as “the knowledge offered provokes a crisis within the self and when the knowledge is felt as interference or as a critique of the self’s coherence or view of itself in the world” (Britzman, 1998).

This work directly relates to our work to prepare teachers in international contexts in that an effort to prepare them for the emotional work of teaching, a bearing witness narrative approach creates the possibility for teacher educators to model ethical responses for pre-service TESOL teachers. This approach departs from previous definitions of professionalism that tended to censor or banish expressions of emotion from the processes of learning to teach. Since I believe that teaching entails the establishment of human relationships, my study articulates and models how teachers and teacher educators can manage emotional relationships in a humane and ethical way, rather than censoring emotional relationships from professional development processes.

Recognizing the way crisis works, the way we bear witness--through words and body and tears--has given me a tool to respond to my students in a way that I did not respond to them, as empathetic as I have been. Understanding that bodies tell a story of their own, and that tears often represent so much more than what is said will allow me to walk alongside my white, American students, to bear witness to their experiences as they learn. I do hope by experiencing my response to their experience--their crisis--my students will become teachers who in turn, respond humanely to their students. While I do not claim it does happen, there is a small piece of me that hopes we all learn to join each other in our journeys all over the world as we bear witness, give testimony, and respond humanely and with compassion--it might be our only hope for helping the privileged connect to that which they don't understand.

2017 - AAAL Annual Conference Words: 1 words || 
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5. Galante, Angelica. "‘But can I use another language in this situation?’ Drama as a pedagogical approach in TESOL for plurilingual choices" Paper presented at the annual meeting of the AAAL Annual Conference, Portland Marriot Downtown Waterfront, Portland, Oregon, <Not Available>. 2019-07-19 <http://citation.allacademic.com/meta/p1242298_index.html>
Publication Type: Colloquium Paper

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