Abstract
This chapter examines the author’s reflections of her participation in and service to Language Teacher Associations (LTAs), primarily TESOL International Association, one of its large, regional affiliates, and a smaller state affiliate. Employing a method of autoethnography, the author narrates her professional development pursuits in English Language Teaching (ELT) in several different contexts within the field, including her experiences in the communities of practice and social learning systems (Wenger, 2000) that have ultimately led to active leadership roles within them. Newcomers to the ELT field, program administrators, professors of TESL education programs, and leaders within LTAs themselves may find the reflected experiences presented here useful in developing and encouraging professional development and leadership opportunities for ELT practitioners at various levels and stages in their careers in order to support on-going training and research in pedagogy, mentoring, community networking, and meeting program evaluation criteria for accreditation.
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Tercero, T. (2018). Opportunities for Leadership Development in the Service of Language Teacher Associations. In: Elsheikh, A., Coombe, C., Effiong, O. (eds) The Role of Language Teacher Associations in Professional Development. Second Language Learning and Teaching. Springer, Cham. https://doi.org/10.1007/978-3-030-00967-0_19
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