The aim of this qualitative study is to examine the funds of knowledge that a group of teacher educators draw 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.
|Number of pages||17|
|Early online date||23 Dec 2020|
|Publication status||E-pub ahead of print - 23 Dec 2020|
- teacher educator
- funds of knowledge