Navigating the Contradictions: An ESL Teacher's Professional Self-Development in Collaborative Activity
Bibliographic record
Abstract
The study contributes to language teacher education research by emphasizing an English as a second language (ESL) teacher’s learning through critical activity, which includes my attempts to change my pedagogical practices to provide more equitable educational opportunities for ESL students in the mainstream contentclassroom. Framed by Engeström’s (2001) Cultural Historical Activity Theory (CHAT), the study’s purpose was to examine my own professional self-development as an ESL teacher in learning how to initiate and sustain collaboration with a seventh-grade social studies teacher at a suburban middle school in the southeastern United States. Data collection included self-study methods, specifically interviews, collaborative planning sessions, reflective journals, field notes, and e-mail exchanges with a critical friend. The findings showed how I learned to navigate the misuse of planning time and the misrepresentation of collaborative teaching notions as the two major contradictions in collaboration to plan for and teach ESL students. By resolving the contradictions, I negotiated a division of labour and enacted my agency to assume the position of a content social studies teacher, which ultimately sustained the collaborative activity. These findings attend to thecomplex factors that influence an ESL teacher’s professional self-development and agency in collaboration with a social studies teacher. L’étude contribue aux recherches sur la formation des enseignantes et enseignants de langues en rehaussant l’apprentissage d’une enseignante d’anglais langue seconde (ESL) grâce à l’ajout d’une activité critique tenant compte des tentatives que j’ai faites pour modifier mes pratiques pédagogiques afin de fournir des opportunités éducatives plus équitables aux élèves d’anglais langue seconde au niveau de l’enseignement général. Encadrée par la théorie historico-culturelle de l’activité (CHAT) (2001) d’Engeström, l’étude avait pour objet l’examen de mon propre développement professionnel comme enseignante d’anglais langue seconde alors que j’entreprenais et maintenais une collaboration avec un professeur d’études sociales qui enseignait à des élèves de septième année dans une école moyenne de banlieue du sud-est des États-Unis. Les données de l’étude consistaient en des méthodes d’auto-évaluation, plus précisément des entrevues, des séances de planification concertée, des journaux de bord, des notes de terrain, et des échanges de courriels avec un ami critique. Les conclusions montrent comment j’ai appris à contourner le mauvais usage du temps de préparation et la représentation erronée des notions d’enseignement collaboratif, c’est-à-dire les deux principales contradictions présentes dans une collaboration visant à planifier et dispenser l’enseignement aux élèves d’anglais langue seconde. En résolvant les contradictions, j’ai négocié une répartition des tâches et adapté mon agentivité de manière à assumer le poste d’enseignante d’études sociales, ce qui a ultimement soutenu l’activité de collaboration. Ces conclusions traitent des facteurs complexes qui influent sur l’auto-développement professionnel et l’agentivité d’une enseignante d’anglais langue seconde en collaboration avec un professeur d’études sociales.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.002 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.002 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.002 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".