Speakers
Description
In this collaborative autoethnography, we, three Vietnamese English language educators, interrogate our narratives of working with and in English language teacher associations (ELTAs) to understand: How do Vietnam’s ELTAs perceive and support educators’ needs for autonomy in professional development? Our discussions are theoretically framed by self-determination theory and Origins-Pawns metaphors. Findings express our concerns about educators’ sense of belonging and inclusion, the pressure to publish, and the reciprocal learning through mentorship for young members.
Abstract
We are three Vietnamese English language educators who contemplate our experiences working with and in English language teacher associations (ELTAs) to answer the question: How do ELTAs in Vietnam perceive and support the needs of English language teaching (ELT) educators for autonomy in professional development and learning within the associations? Drawing on the concept of teacher autonomy rooted in self-determination theory (Ryan & Deci, 2017) and metaphors of pawns and origins (deCharms, 1977), we contextualize our critical discussion of the educator’s needs for autonomy in professional development and training in contemporary Vietnam’s ELTAs. A collaborative autoethnographic study (Chang et al., 2013) with vignettes allows us to interrogate our narratives to examine ELTAs’ recognition of educators’ autonomy experiences in their professional development and learning. In our findings about the function of ELTAs at different organizational levels, we express concerns about teachers’ sense of belonging and inclusion, the pressure to publish, and the reciprocal learning through mentorship for young members.
References
Chang, H., Ngunjiri, F., & Hernandez, K. C. (2013). Developing qualitative inquiry: Collaborative Autoethnography. Left Coast Press.
DeCharms, R. (1977). Pawn or origin? Enhancing motivation in disaffected youth. Educational Leadership. https://eric.ed.gov/?id=EJ155110
Ryan, R., & Deci, E. L. (2017). Self-Determination Theory: Basic Psychological Needs in Motivation, Development, and Wellness. Guilford Publications.
Keywords
professional development, educators' autonomy, language teacher associations
Short summary
In this collaborative autoethnography, we, three Vietnamese English language educators, interrogate our narratives of working with and in English language teacher associations (ELTAs) to understand: How do Vietnam’s ELTAs perceive and support educators’ needs for autonomy in professional development? Our discussions are theoretically framed by self-determination theory and Origins-Pawns metaphors. Findings express our concerns about educators’ sense of belonging and inclusion, the pressure to publish, and the reciprocal learning through mentorship for young members.
| Scheduling preference | Anytime on Saturday or Sunday |
|---|---|
| Title | A Collaborative Autoethnography on Educators' PD in Language Associations |