Abstract
The aim of this qualitative study is to examine the funds of knowledge that a group of teacher educators drew on as means of professional development and quality provision. The study was carried out with 13 teacher educators working at a pre-service English language teacher education (ELTE) programme in Argentina. Data were collected between 2014 and 2019 by means of interviews and an arts-based form instrument called significant circle. Findings show that the teacher educators deployed a wide range of individual-based as well as community-based funds of knowledge to enhance their knowledge of English language teaching and evidence-based practice. Based on the findings, a taxonomy is proposed to understand teacher educators’ funds of knowledge.
| Original language | English |
|---|---|
| Pages (from-to) | 686-702 |
| Number of pages | 17 |
| Journal | RELC Journal |
| Volume | 53 |
| Issue number | 3 |
| Early online date | 22 Dec 2020 |
| DOIs | |
| Publication status | E-pub ahead of print - 22 Dec 2020 |
Keywords
- TESOL
- teacher educator
- funds of knowledge