Speaker
Description
This presentation explores the creation and development of the St Andrews Journal of International and Language Education (SAJILE), an international, online-only journal and its Community of Practice (CoP). The presenter, a CoP insider, introduces an ongoing investigation of evolving professional learning and identity within this CoP, using complexity theory and qualitative methodologies: document analysis, interviews, and duoethnography. Attendees will gain insights into initiating and fostering similar CoPs that advance language and international education globally.
Short summary
This presentation explores the creation and development of the St Andrews Journal of International and Language Education (SAJILE), an international, online-only journal and its Community of Practice (CoP). The presenter, a CoP insider, introduces an ongoing investigation of evolving professional learning and identity within this CoP, using complexity theory and qualitative methodologies: document analysis, interviews, and duoethnography. Attendees will gain insights into initiating and fostering similar CoPs that advance language and international education globally.
References
Lave, J., & Wenger, E. (2001). Legitimate peripheral participation in communities of practice. In Supporting lifelong learning (pp. 121-136). Routledge.
Keywords
Professional learning
identity development
academic publishing
community of practice
Special scheduling requests
Anytime Saturday is fine, as is anytime Sunday morning/ early afternoon. I have to travel back to Osaka with work early the next day so I'd just prefer not to be in the final slot on Sunday. Thank you!
Abstract
The presentation centres on the founding and development of SAJILE (St Andrews Journal of International and Language Education) in late 2025. The journal publishes research on the teaching of languages and international education. The presenter, one of the Editors-in-Chief, helped create SAJILE and its globally-distributed Community of Practice (CoP) – academic faculty and doctoral student staff, university support staff, authors, and reviewers. He is also a current doctoral student in English language teaching at the University of St Andrews, and CoP member. Although membership negotiation (Lave & Wenger, 2001) and developmental CoPs within education have received much research attention, relatively little is known about their role in new, international, online-only journals. As such, this research-oriented, oral, face-to-face presentation introduces an ongoing investigation into how professional learning and identity development have been constituted, reformed, and constrained within the SAJILE CoP. Attendees will learn how the research is informed by complexity theory and ‘insider’ perspectives, and how document analysis, interviews, and duoethnographic methods are being triangulated to support qualitative inquiry. Ultimately, the research aims to inspire others - doctoral students or otherwise - to become involved in supportive CoPs such as SAJILE and to understand (and perhaps create) further journals which, in turn, foster learning development around the world. This research is supported by the Centre for International, Language and Teacher Education Research (CILTER) Edu-X Research Fund (AY 2025/26).
| Scheduling preference | Special request (enter below) |
|---|---|
| Title | Professional learning and identity development within a journal community |