Universal Journal of Educational Research Vol. 8(4), pp. 1491 - 1512
DOI: 10.13189/ujer.2020.080443
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Becoming an EFL Teacher Educator in Nicaragua: A Phenomenological Study

Angel María Dávila ^1,*, Erika Vanessa Espinoza Jarquín ^2
1 Department of EFL Teacher Education, Universidad Nacional de Educación (UNAE), Ecuador
² Language Center, Universidad Nacional de Educación (UNAE), Ecuador

ABSTRACT

EFL teacher education has two sub-fields. On the one hand, we find English teachers, those professionals who teach English proficiency. On the other hand, we find teacher educators, those professionals who are teachers of teachers. Current research suggested that the latter needs more examination yet [2]. Therefore, this qualitative phenomenological study sought to examine EFL teacher educators' sources of knowledge base and the types of knowledge and skills that constructed their knowledge base. The purposefully selected research site was a teacher education program at a public university in Nicaragua. The sample consisted of six experienced EFL teacher educators. We gathered data through structured interviews and document analysis. Findings revealed that to become an EFL teacher educator might take more than three years of teaching in EFL teacher education programs, and it requires more preparation than just being an English teacher. The results indicated that teacher educators construct their knowledge and skills from eight sources, namely, coursework, observational knowledge, experience as language learners, EFL teaching experience, technology, research, teaching experience as EFL teacher educators, and professional development. Out of these sources of knowledge, participants built sixteen types of knowledge and fourteen skills. The knowledge and skills they valued more were English proficiency, language learning experience, subject knowledge, pedagogical knowledge, teaching experience in EFL teacher education programs, assessment knowledge of students' teachers, and knowledge of students' L1. This study concluded that becoming an educator requires more preparation and commitment than just being an English teacher. It suggested that universities should consider offering undergraduate and graduate programs to train EFL teacher educators.

KEYWORDS
EFL Teacher Educators, Knowledge Base, Teacher Training

Cite This Paper in IEEE or APA Citation Styles
(a). IEEE Format:
[1] Angel María Dávila , Erika Vanessa Espinoza Jarquín , "Becoming an EFL Teacher Educator in Nicaragua: A Phenomenological Study," Universal Journal of Educational Research, Vol. 8, No. 4, pp. 1491 - 1512, 2020. DOI: 10.13189/ujer.2020.080443.

(b). APA Format:
Angel María Dávila , Erika Vanessa Espinoza Jarquín (2020). Becoming an EFL Teacher Educator in Nicaragua: A Phenomenological Study. Universal Journal of Educational Research, 8(4), 1491 - 1512. DOI: 10.13189/ujer.2020.080443.