A1 Journal article (refereed)
Teacher Educators’ Professional Identity in English-Medium Instruction at a Finnish University (2021)

Pappa, S., & Moate, J. (2021). Teacher Educators’ Professional Identity in English-Medium Instruction at a Finnish University. CEPS Journal, 11(3), 9-33. https://doi.org/10.26529/cepsj.1053

JYU authors or editors

Publication details

All authors or editors: Pappa, Sotiria; Moate, Josephine

Journal or series: CEPS Journal

ISSN: 1855-9719

eISSN: 2232-2647

Publication year: 2021

Publication date: 28/09/2021

Volume: 11

Issue number: 3

Pages range: 9-33

Publisher: University of Ljubljana

Publication country: Slovenia

Publication language: English

DOI: https://doi.org/10.26529/cepsj.1053

Publication open access: Openly available

Publication channel open access: Open Access channel

Publication is parallel published (JYX): https://jyx.jyu.fi/handle/123456789/77983

Abstract

Although different forms of English-medium instruction (EMI) are being recognised, the different ways in which EMI can impact the pedagogical activities and expertise of higher education educators have received less attention. Using face-to-face and written interviews with nine teacher educators at a Finnish university, this study examines the most important aspects teacher educators perceive in their work through EMI and how these aspects connect to the understanding of their professional identity. The study is theoretically premised on the interconnected concepts of pedagogical doing, pedagogical being, pedagogical relating, and pedagogical language awareness. The thematically analysed data highlighted the ways in which pedagogical being, doing, and relating revolve around the presence and role of the foreign language in EMI, as well as the concurrent disjunctures and opportunities EMI creates. Pedagogical being informed EMI teacher educators’ orientation to their work and the different ways language impinges on the sense of self as the teacher educators share how they try to understand and respond to the disjunctures of EMI. In terms of pedagogical doing, EMI impinges on how teacher educators enact their practice and the relationships developed with students. However, the focus of pedagogical relating addresses the relationship between the EMI teacher educators and their workplace. The findings from this study will hopefully contribute to the development of EMI teacher preparation and support critical discussions on the ‘Englishisation’ of higher education.

Keywords: higher education (teaching); pedagogy of higher education; teacher training; English language; professional identity

Free keywords: English-medium instruction; EMI; Finland; higher education; role of language

Contributing organizations

Ministry reporting: Yes

Reporting Year: 2021

JUFO rating: 1