Towards sustainable collaboration between language teachers and teacher educators: An exploratory study

Language teachers and teacher educators could benefit from greater collaboration. However, given the numerous expectations placed on them, it is important to identify sustainable ways to collaborate. Grounded in a Nordic understanding of collaborative action research, this study explored whether inviting a teacher to write her language learning and teaching story, and the teacher educator to read, comment, and subsequently reflect together, could offer a sustainable way to develop professionally for both participants. A teacher experienced in teaching multiple languages and a language teacher educator took part in the project. Given prompts by the teacher educator, the teacher documented her language learning experiences and teaching practices, regularly sharing these writings with the teacher educator. Following the writing phase, and a first analysis by the teacher educator, they collaboratively engaged in data exploration. Through multiple reflective sessions over an extended time period, they considered the data, drawing upon their diverse knowledge bases and experiences. The mutual analysis of written text and subsequent reflections and collective meaning-making significantly contributed to the professional development of both participants. The article outlines the collaborative process and the benefits experienced by both participants and concludes with suggestions for sustainable collaboration between teachers and teacher educators. • A Nordic approach to action research can foster sustainable collaboration. • Reflecting in trusting partnerships can enhance professional development. • Joint text analysis and reflection boosted both participants' professional growth. • Roles in research and dissemination should match each partner's strengths.