Call for Abstracts for TESOL Quarterly

Thought some of you might be interested in this. It would be nice to have a discussion of ESL/EFL methods in Taiwan and it’s buxibans in TESOL Quarterly.
Source: tesol.org/s_tesol/sec_docume … &DID=13560

[quote]Call for Abstracts: Novice Professionals in TESOL
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TESOL Quarterly seeks abstracts for the 2012 special topic issue on novice professionals in TESOL. For this special issue, novice TESOL teachers, sometimes called newly qualified teachers, are characterized as teachers who have completed their language teacher education program (including the practicum) and have just commenced teaching TESOL in an educational institution (usually within a 3-year period) whether as genuinely new teachers or as experienced teachers of other subjects entering the TESOL profession. Contributions from all regions of the world and all topics related to novice TESOL teacher research are encouraged, especially related to the following issues:

* How do language teacher education programs address the first years of teaching TESOL? (Outline examples of such programs.)
* What aspects of the teacher preparation program do novice TESOL teachers implement and what do they ignore or abandon and why?
* How do novice TESOL teachers theorize practice?
* How is TESOL teacher identity shaped in and by the first years of teaching?
* What role do context and stakeholders (e.g., mentors) play in the socialization of novice TESOL teachers in their first years? 

Successful proposals will describe original data-driven research, either quantitative or qualitative, with a rationale for the research and with specific research questions posed and a clearly described design for data collection and analysis. Please send a 600-word abstract for a full-length article, and a 300-word abstract for a Brief Reports, Research Issues, or Forum pieces. The deadline for abstracts is June 1, 2011.

Based on review of the abstracts, authors will be invited to submit papers for possible inclusion in the issue. Please send the abstract without author(s) names. On a separate sheet, include each author’s name, affiliation, mailing address, e-mail address, telephone and fax numbers, and 50-word biographical statement.

Please send abstracts and inquiries to the editor, Thomas S. C. Farrell, tfarrell@brocku.ca.
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That’s quite challenging. A newly qualified teacher providing data-driven research presumably while teaching and learning the trade. A cynic might suggest that a lot of the published articles will tend not to be by genuinely newly qualified ESL teachers.

Clever. Do the work for them!

The cynic’s friend would counter that they’re asking for teachers with three or fewer years’ experience. A lot of those poster sessions at conferences are done by fourth year BA & second year MA students who have only taught for a practicum class. Surely a teacher who has two years under his/her belt is no longer struggling and can find something to research.

The cynic’s friend would counter that they’re asking for teachers with three or fewer years’ experience. A lot of those poster sessions at conferences are done by fourth year BA & second year MA students who have only taught for a practicum class. Surely a teacher who has two years under his/her belt is no longer struggling and can find something to research.[/quote]

That’s a good point. I only skimmed over the article, naughty me!

It would actually be quite an interesting piece of research. Do a series of interviews with newly qualified teachers and find out how useful they found their training. There are a couple of forumosa posters who might be interested in researching how beneficial CELTA/equivalent qualifications really are. Steelersman perhaps? :slight_smile:

Oops. I misread it too. I thought the abstracts should be FROM the newbie teachers, not about them.