Gloria Park began at IUP in 2008 in the Graduate Program in Composition and TESOL and as a program director of the MATESOL Program in the English Department.
As a teacher and teacher educator, Park is dedicated to helping both English language learners and their teachers come to understand themselves as knowledgeable, reflective individuals who are critical of how the English language is situated in worldwide contexts. Her research and work as a teacher educator focus on educators as professional people whose personal lives outside of the classroom have powerful implications for their evolving identities and work as teachers of the English language. Both within the specific realms of TESOL and Applied Linguistics and in the field of teacher education more broadly, she is interested in understanding how all ESOL teachers’ constructs of their knowledge, identities, and pedagogies are developed and enacted.
As reflected in her work as a classroom teacher, teacher educator, and researcher, Park is committed to bringing to the forefront issues of equity, access, and social justice in conversations of TESOL and general teacher education. Dr. Park’s research agenda speaks to the importance of lived experiences and contexts in seeking to understand and celebrate teacher (student) identity constructions. Her work in the fields of TESOL and applied linguistics as well as in social justice education reflects the complex nature of ESOL teacher knowledge development that is borne out of lived experiences and shaped by socio-political contexts. This work raises important questions about how teachers come to understand their purposes and their roles as teachers. It also emphasizes the fluid, relational, and often contradictory nature of identity development interconnected with power and voice in the field of TESOL. This work has important implications for teacher educators interested in developing teachers who are critically reflective and aware of the voice and power that they wield in the world, are knowledgeable of the socio-political contexts in which they work, and are committed to ways of being in the world that empower themselves, their students, and their future students. Park’s work is published in premier journals in her field, such as TESOL Quarterly, TESOL Journal, Journal of Language, Identity, and Education, and Race, Ethnicity, and Education, as well as in TESOL Classroom Series.
In promoting the teacher-scholar model in bridging theory and practice in teaching, research, and service, Park has initiated the Teacher-Scholar Symposium in 2009 bringing students and faculty from a variety of departments and programs from across the IUP campus to discuss teaching and research in bridging theory and practice in all facets of our professional endeavors.
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