It’s been a fascinating and enriching first semester, and I’m very impressed with all the support doctoral students receive at the institution. Of course, as was to be expected, it’s been a hectic four months. I’ve been working on my research proposal, attended and presented at the 2013 TESOL Convention in Dallas in mid-March, and from March till early June I taught a couple of tutorials for Classroom Management, a required undergraduate course for pre-service teachers. Teaching the sessions was a great experience as it allowed me to gain insights into a variety of aspects of teacher training and into the public school system in Australia. Besides teaching, I audited two postgraduate courses, Research Proposal and Advanced Research Methods. Both were excellent courses and they assisted me a great deal in preparing my research proposal. In regards to the proposal, I decided to shift my focus from examining factors that contribute to effective pronunciation pedagogy to investigating how language teacher cognition – beliefs, knowledge, perceptions and attitudes (Borg, 2006) – about pronunciation pedagogy develops during second language teacher education.
Borg, S. (2006). Teacher cognition and language education: Research and practice. London: Continuum.
I am a Lecturer in TESOL at the University of Wollongong in Australia. This blog is a reflection of my journey as a researcher, L2 teacher educator, and language teacher.