Teacher Educators’ Professional Identity in English-Medium Instruction at a Finnish University

This is a sel -a chi ed e sion o an o iginal a icle. This e sion may di e om he o iginal in pagina ion and ypog aphic de ails. Au ho (s): Ti le: Yea : Ve sion: Copy igh : Righ s: Righ s u l: Please ci e he o iginal e sion: CC BY 4.0 h ps://c ea i ecommons.o g/licenses/by/4.0/ Teache Educa o s’ P o essional Iden i y in English-Medium Ins uc ion a a Finnish Uni e si y © 2021 he Au ho s Published e sion Pappa, So i ia; Moa e, Josephine Pappa, S., & Moa e, J. (2021). Teache Educa o s’ P o essional Iden i y in English-Medium Ins uc ion a a Finnish Uni e si y. CEPS Jou nal, 11(3), 9-33. h ps://doi.o g/10.26529/cepsj.1053 2021 c e p s Jou nal | Vol.11 | No3 | Yea 2021 9 Teache Educa o s’ P o essional Iden i y in English- Medium Ins uc ion a a Finnish Uni e si y So i ia Pappa*1 and Josephine Moa e2 • Al hough di e en o ms o English-medium ins uc ion (EMI) a e be- ing ecognised, he di e en ways in which EMI can impac he peda- gogical ac i i ies and expe ise o highe educa ion educa o s ha e e- cei ed less a en ion. Using ace- o- ace and w i en in e iews wi h nine eache educa o s a a Finnish uni e si y, his s udy examines he mos impo an aspec s eache educa o s pe cei e in hei wo k h ough EMI and how hese aspec s connec o he unde s anding o hei p o ession- al iden i y. The s udy is heo e ically p emised on he in e connec ed concep s o pedagogical doing, pedagogical being, pedagogical ela ing, and pedagogical language awa eness. The hema ically analysed da a highligh ed he ways in which pedagogical being, doing, and ela ing e ol e a ound he p esence and ole o he o eign language in EMI, as well as he concu en disjunc u es and oppo uni ies EMI c ea es. Pedagogical being in o med EMI eache educa o s’ o ien a ion o hei wo k and he di e en ways language impinges on he sense o sel as he eache educa o s sha e how hey y o unde s and and espond o he disjunc u es o EMI. In e ms o pedagogical doing, EMI impinges on how eache educa o s enac hei p ac ice and he ela ionships de- eloped wi h s uden s. Howe e , he ocus o pedagogical ela ing ad- d esses he ela ionship be ween he EMI eache educa o s and hei wo kplace. The indings om his s udy will hope ully con ibu e o he de elopmen o EMI eache p epa a ion and suppo c i ical discus- sions on he ‘Englishisa ion’ o highe educa ion. Keywo ds: English-medium ins uc ion, EMI, Finland, highe educa ion, ole o language 1 * Co esponding Au ho . Facul y o Educa ional Sciences, Uni e si y o Helsinki, Finland; [email p o ec ed]. 2 Depa men o Teache Educa ion, Uni e si y o Jy äskylä, Finland. ocus doi: 10.26529/cepsj.1053 10 eache educa o s’ p o essional iden i y in english-medium ins uc ion ... Poklicna iden i e a izob aže alce uči elje p i pouku angleškem jeziku na inski uni e zi So i ia Pappa in Josephine Moa e • Čep a obs ajajo azlične oblike pouče anja angleškem jeziku (ang. English-medium ins uc ion – EMI), so azlični načini, kako lahko EMI pli a na pedagoške deja nos i in s oko no znanje isokošolskih uči elje , deležni manj pozo nos i. Ta š udija z osebnimi in s pisnimi in e juji z de e imi izob aže alci uči elje na inski uni e zi p eučuje najpomembnejše idike, ki jih i zazna ajo p i s ojem delu z EMI, in kako so i idiki po ezani z azume anjem njiho e poklicne iden i e e. Š udija eo e ično emelji na medsebojno po ezanih koncep ih pedago- škega delo anja, pedagoškega bi anja, pedagoškega odnosa in pedago- škega jeziko nega za edanja. Tema sko analizi ani poda ki so pouda ili načine, na ka e e se pedagoško bi anje, delo anje in odnos ijo ok og p iso nos i in loge ujega jezika EMI, pa udi sočasna azhajanja in p iložnos i, ki jih EMI us a ja. Pedagoško bi anje je bilo podlaga za usme i e izob aže alce uči elje EMI njiho o delo in azlične nači- ne, kako jezik pli a na obču ek sebe, saj so izob aže alci uči elji delili, kako poskušajo azume i disjunkcije EMI in se nanje odz a i. V smislu pedagoškega delo anja EMI pli a na o, kako izob aže alci uči elje iz ajajo s ojo p akso in odnose, ki jih az ijajo s š uden i, enda pa je osp edju pedagoškega odnosa odnos med EMI-izob aže alci uči elje in njiho im delo nim mes om. Upamo, da bodo ugo o i e e š udije p ispe ale k az oju p ip a e uči elje za EMI in podp le k i ične az- p a e o »anglizaciji« isokega šols a. Ključne besede: pouče anje angleškem jeziku, EMI, Finska, isokošolsko izob aže anje, loga jezika c e p s Jou nal | Vol.11 | No3 | Yea 2021 11 In oduc ion Since he 1990s, an inc easing numbe o highe educa ion ins i u ions (HEIs) ha e o e ed cou ses and p og ammes wi h English as he medium o ins uc ion. While in e na ionalisa ion is used as a measu e o academic ex- cellence (Lasagabas e , 2018), he p oli e a ion o English-medium ins uc ion (EMI) has b ough signi ican challenges wi h ‘la ge numbe s o s uden s om di e en cul u al, educa ional and linguis ic backg ounds’ (Jenkins & Winga e, 2015, p. 48), and s a a e a ely gi en o mal aining o mee hese challenges (O’Dowd, 2018). HEI educa o s, howe e , play a c ucial ole in sha ing expe knowledge, engaging s uden s in academic asks and con en ions, and guiding knowledge c ea ion and c i ical hinking. Al hough di e en o ms o EMI a e ecognised (Schmid -Un e be ge , 2018), he di e en ways in which EMI can impac he pedagogical ac i i ies and expe ise o HEI educa o s ha e ecei ed less a en ion (Da ouz, 2018). The quali a i e s udy epo ed he e aims o be e unde s and how EMI can a ec HEI eache s’ pedagogical being, doing, and ela ing, as well as he ole language plays wi hin his complex se ing. ‘EMI’ is a equen ly used e m and mos o en applied o highe educa- ion (HE). In his pape , we de ine EMI as ‘[ ]he use o he English language o each academic subjec s (o he han English i sel ) in coun ies o ju isdic ions whe e he i s language o he majo i y o he popula ion is no English’ (Mac- a o e al., 2018, p. 37). Schmid -Un e be ge (2018) has iden i ied i e di e en o ms o EMI (see Figu e 1). These o ms ange om cou ses in English o Special Pu poses (ESP) and English o Academic Pu poses (EAP), which o- cus on language lea ning, o EMI cou ses ha ocus on con en wi h language as he ool o ins uc ion and s udy. An in eg a ed app oach o con en and language can also be adop ed in HE in which a complemen a y, dual ocus on con en and language in eg a ed lea ning (CLIL) is p omo ed. Iden i ying hese di e en o ms is use ul because i ecognises he ange o di e en emphases in EMI (language, con en , o bo h) and he di e en o ganisa ional o ma s HEIs can adop . P e-sessional cou ses, as he name implies, suppo language de el- opmen p io o o mal engagemen wi h con en . In ESP and EAP cou ses, academic con en con ex ualises and in o ms language de elopmen , whe eas in EMI he academic con en is he ocus o ac i i ies and e alua ion. 12 eache educa o s’ p o essional iden i y in english-medium ins uc ion ... Figu e 1 Fi e o ms o EMI No e. Adpa ed om Schmid -Un e be ge, 2018. Some HEI educa o s a e expe ienced eache s be o e hey begin EMI eaching, wi h es ablished epe oi es honed wi hin he cul u ally, his o ically, and socially shaped con ex o HEIs (Hökkä e al., 2012). While some HEI educa o s who a e less expe ienced in EMI migh see i as an oppo uni y o p o essional de elopmen (Da ouz, 2018), o he s migh eel hey ha e li le igh o oppo u- ni y o say no o EMI (Wilkinson, 2018). Fo mo e expe ienced HEI educa o s, EMI equi es a enego ia ion o es ablished pedagogical epe oi es, as a ou i e examples, humou , and sensi i i y o s uden s a e mo e di icul o ealise (Moa e, 2011). Mo eo e , HEI educa o s in EMI can ace he challenge o aking on new esponsibili ies wi h which hei colleagues a e un amilia . Da ouz’s (2018) case s udy indica es ha some, bu no all, HEI educa o s a e equi ed o ha e a high le el o language p o iciency. Wha e e he HEI educa o s’ backg ound, howe - e , EMI expands he esponsibili ies o educa o s wi h he signi ican shi in he a ailabili y o hei pedagogical esou ces and an o en-inc eased gap be ween s uden s’ exis ing and equi ed s udy skills. Al hough some ini ia i es suppo HEI educa o s o unde s and he in e cul u al and linguis ic conside a ions o EMI be e , he haphaza d p o ision o o mal suppo o educa o s and s u- den s, and li le ecogni ion o disciplina y di e ences a he le el o policy (see Khalyapina, 2020), plus he lack o esea ch on he p o essional iden i y implica- ions o EMI, signi ican ly limi s wha kind o suppo can be o e ed. c e p s Jou nal | Vol.11 | No3 | Yea 2021 13 In his quali a i e s udy, ou speci ic in e es is in HEI educa o s in ol ed in eache educa ion (i.e., HEI eache educa o s). The s udy ocuses on he p o- essional iden i y de elopmen o HEI eache educa o s as hey wo k h ough a o eign o addi ional language and he ways EMI equi es eache educa o s o enego ia e hei p o essional iden i y in e ms o who hey a e as educa o s, how hey ac as educa o s and he ela ionships ha in luence hei wo k. The ollowing sec ion ou lines he heo e ical amewo k o he s udy in mo e de ail and is ollowed by he esea ch ques ions add essed in his s udy. The indings om his s udy will hope ully con ibu e o he de elopmen o EMI in eache educa ion and suppo c i ical discussions on he ‘Englishisa ion’ o HE. Theo e ical F amewo k P o essional iden i y Iden i y has been de ined as ‘ he way a pe son unde s ands his o he ela ionship o he wo ld, how ha ela ionship is s uc u ed ac oss ime and space, and how he pe son unde s ands possibili ies o he u u e’ (No on, 2013 ci ed in No on, 2016, p. 476). Recen li e a u e u he a gues o (lan- guage) eache s’ iden i y as dynamically and discu si ely shaped p ocesses o ‘being and doing, eeling and imagining’ wi h ‘cogni i e, social, emo ional, ideological and his o ical’ aspec s (Ba khuizen, 2017, n.a.). As educa o s ace change wi hin hei p o essional en i onmen , howe e , con lic s can a ise be- ween eache s’ exis ing sense o iden i y and he designa ed iden i y ha is an icipa ed wi h he change. Such con lic s can equi e signi ican enego ia ion in he e o ma ion o ‘wo k his o y-based cons ella ion o eache s’ pe cep ions o hemsel es as a p o essional ac o ’ (Vähäsan anen, 2015, p. 3). P o essional iden i y de elopmen can be unde s ood as a p ocess ha d aws on he agency o educa o s and he condi ions, o social esou ces, o he wo k en i onmen . On he one hand, p o essional iden i ies a e b oadly o med by he cul u ally, his o ically, and socially shaped con ex o an HEI; on he o he hand, indi idual in e es s, iews on eaching and lea ning, p ospec s as educa o s and ela ionships wi h disciplina y knowledge c i ically in o m he ongoing p ocess o p o essional iden i y de elopmen (Vähäsan anen, 2015). To da e, esea ch on he p o essional and pe sonal de elopmen o HEI educa o s in EMI has ecei ed li le a en ion (T en , 2017). Da ouz’s (2018) s udy examines HEI educa o s’ de eloping language ideologies in EMI. The pa icipan s we e equi ed o demons a e a high le el o English p o icien- cy and a end a s a de elopmen p og amme as pa o EMI de elopmen . 14 eache educa o s’ p o essional iden i y in english-medium ins uc ion ... Da ouz’s indings indica e ha educa o s esi ua e hei iden i ies h ough EMI, s eng hening hei compe ence in he English language, ex ending hei awa eness o hei linguis ic esou ces, and po en ially con ibu ing o he mul- ilingual de elopmen o HEI. These indings poin o he signi icance o lan- guage as pa o eache s’ p o essional iden i y, al hough his a ea has ecei ed li le a en ion e en in esea ch speci ically ocusing on he p o essional de el- opmen o language educa o s (Ruoho ie-Lyh y, 2019). This s udy is heo e ically p emised on he Bakh inian no ions o I- o - sel , I- o -o he s and o he s- o -me (Bakh in, 1993). These in e connec ed ela- ions ha e been de eloped by Moa e (2013) o o e a dialogic concep ualisa ion o eache hood. The concep ualisa ion s eng hens he no ion o p o essional iden i y by highligh ing key aspec s o wha i means o be an educa o . These aspec s include pedagogical being, doing and ela ing, which a e explained in mo e de ail in he ollowing sec ions. Mo eo e , his concep ualisa ion ecog- nises he c ucial ole o language asa c i ical media o o sel , ac ion, unde - s anding, and ela ionships. Figu e 2 p esen s his concep ualisa ion in ela ion o eache educa o s in EMI. Pedagogical being Pedagogical being e e s o a eache ’s sense o hei p o essional sel d awn on o o m and enac pedagogical ela ionships wi h lea ne s and o he p o es- sionals. Pedagogical being goes beyond p o essional iden i y o encompass he al- ues eache s ac on o e alua e new possibili ies. Pedagogical being also poin s o he ulne abili y o ela ing o o he s and s epping beyond one’s com o zone, and he need o e lec om di e en pe spec i es. Concep ually, pedagogical being encapsula es eache s’ unde s anding o hei own philosophical o ien a ion o he p o ession and hei lea ne s, in o ming hei sensi i i y and inclina ion o shoul- de esponsibili ies in hei eaching p ac ices (Moa e, 2013). This o ien a ion in- o ms app oaches o educa ing s uden - eache s and highligh s dilemmas ega d- ing eache educa o s’ choices, s a egies, and ac ual eaching p ac ices (Tillema & K eme -Hayon, 2005). Fo ins ance, eache educa o s in Finland deem hei wo k impo an and alue a esea ch-based app oach o hei s uden s’ aining, a sense o communi y, collabo a ion wi h o he eache educa o s, and specialisa ion (Maa anen e al., 2019). Pedagogical being is dynamic, equi ing eache educa o s o be open o he possibili y o becoming, and has a ec i e dimensions, equi ing eache educa o s o in es in s uden - eache s’ de elopmen and choice-making, ye accep hei ese a ions and blunde s (Danielewicz, 2001). Teache s’ pedagog- ical being se es as an o ganisa ional amewo k o eache s’ pedagogical doing. c e p s Jou nal | Vol.11 | No3 | Yea 2021 15 Pedagogical doing Pedagogical doing e e s o eache s’ p ac ice enac ed h ough wo ds and ac ions in ela ion o s uden s. Fo eache educa o s, pedagogical doing in ol es knowingly and pu pose ully ende ing eaching a si e o inqui y o s uden - eache s o enable hem o unde s and and alue educa ion in p ac ice (Russell & Lough an, 2007). Pedagogical doing is e iden in eache s’ decisions and p epa a ions conce ning esou ce managemen (e.g., class oom layou , class- oom alues, ins uc ional ime, eaching ma e ials, lea ne assignmen s), use o lea ne s’ lea ning epe oi es (e.g., lea ne ’s p oduc i e and ecep i e class oom ac i i y), and use o alk o suppo lea ne de elopmen (Moa e, 2013). Moa e (2013) sugges s ha alk in educa ion is ‘ he mos undamen al ins an ia ion o pedagogical doing’ (p. 40) and highligh s he need o eache s o ecognise hei esponsibili y o using alk well in o eign-language-media ed educa ion. Talk p esen s ins uc ions and subjec -speci ic concep s, as well as c ea e he space o unpack complex disciplina y knowledge and gene a e dialogue be ween eache , s uden , and subjec (Moa e, 2013). Dialogic ela ions can be seen in hei olun- a y assis ance o s uden - eache s, he ecip oci y o eaching and he inc ease in lea ne -led ac i i ies in he EMI class (Hahl e al., 2016). Mo eo e , eache educa o s’ ocus on alk migh p opel s uden - eache s o expe ience class oom in e ac i e p ac ices as impo an , hus de eloping deepe unde s andings o e ec i e pedagogy and eache de elopmen (Edwa ds-G o es & Hoa e, 2012). The cen ali y o alk should be e lec ed in uni e si y policies p omo ing EMI p og ammes, o example, policies abou discipline-speci ic li e acy goals and language-lea ning ou comes (Ai ey e al., 2017) o policies abou app op ia e s a aining (Dubow & Gunde mann, 2017; Lasagabas e , 2018).  Pedagogical ela ing Simila o pedagogical doing, pedagogical ela ing is de i ed om peda- gogical being. Pedagogical ela ing in ol es he ways in which eache s engage wi h he aims and con en ions o educa ional ins i u ions. Impo an ly, pedagog- ical ela ing in ol es o ming mu ually bene icial pedagogical connec ions wi h colleagues by sha ing knowledge-in-p ac ice, c i ically discussing di e ences, and adop ing a longi udinal app oach o p o essional de elopmen as a sha ed, a he han indi idual, phenomenon (Moa e, 2013; Van Manen, 2008). Pedagogi- cal ela ing suppo ed by de elopmen ally-o ien ed ac i i ies helps pedagogical communi ies o de elop mu ual unde s anding and sha ed p ac ices, po en- ially ( e)cons uc ing he condi ions o educa ional wo kplaces (Cla e e al., 16 eache educa o s’ p o essional iden i y in english-medium ins uc ion ... 2015; Vähäsan anen e al., 2020). This sense-making and join inqui y ha e been p oposed as eache educa o s’ ools o coun e o e ly di ec i e app oaches by egula o y au ho i ies and o become disciplina y expe s a he han echnicians (Bou ke e al., 2018). Pedagogical ela ing suppo s he enac men o pedagogical being as esponsi e sensi i i y and dialogue wi h o he s, a he han ins umen al p ac ice de e mined by ins i u ional demands (Moa e, 2013). Resea ch sugges s ha eache s can ma u e h ough ela ionships enabling hei agency and subse- quen ly c ea e libe a o y pedagogical spaces limi ing ex e nal egula o y con ol o demands (Simpson e al., 2018). Indeed, eache educa o s’ collabo a ion in implemen ing EMI o e 25 yea s has been seen o ackle cu icula and cou se design challenges, s i e o ensu e quali y and se he example o o he acul ies o include EMI p og ammes (Wilkinson, 2013). Pedagogical language awa eness Pedagogical language is signi ican as he ma e ial ealisa ion o peda- gogical being, doing, and ela ing. The impo ance o language is highligh ed in Coyle’s (2015) language ip ych, which indica es (i) he need o specialised language o engage wi h disciplina y knowledge, (ii) how language becomes meaning ul in use, and (iii) how s uden s’ language de elops h ough language use. Figu e 2 depic s pedagogical language awa eness as an ex ension o peda- gogical doing. Figu e 2 P o essional iden i y in EMI wi h pedagogical language awa eness as an ex ension o pedagogical doing c e p s Jou nal | Vol.11 | No3 | Yea 2021 23 makes me be e as a eache as well, because I ha e o be mo e awa e o he whole eaching si ua ion. The pa icipan s desc ibed how EMI changes hei p ac ice wi h he need o p epa e mo e ca e ully, gi e clea ins uc ions, pay a en ion o s u- den s’ exp ession, encou age s uden pa icipa ion, p o ide ocabula y in mo e han one language, and be sensi i e o cul u e. Pedagogical language awa eness was p ima ily e iden as eache educa o s iden i ied he sho comings and bene i s o EMI (8/9) and no ed he in e na ional dimension o he di e en , language-media ed con ex (8/9). I was u he e iden in acknowledging he impo ance o knowing s uden s’ subjec - ela ed knowledge (2/9) and he di - icul y o he con en (1/9), as i a ec ed how eache educa o s would p esen he con en . A signi ican change men ioned by nea ly all pa icipan s (8/9) was he p esence o in e na ional s uden s, highligh ing he poin ha in addi ion o he o eign language, he di e en epe oi es and cul u al expe iences o he s uden coho equi e conside a ion. Mo eo e , many cou ses o e ed o in- e na ional s uden s a e only sho - e m, s essing he need o mee and col- labo a e h ough e ec i e communica ion, a challenge exace ba ed by he EMI se ing. Se e al EMITEds ecognised ha e en o s uden s compe en in Eng- lish, s udying h ough a o eign language can be challenging, especially when he con en is un amilia . The pa icipan s add essed his dilemma in di e en ways, o example, by ecognising he alue o ha ing o ‘“su e ” a bi , so make big e o s, o unde s and some hing in ano he language’ (EMITEd4). The e- la ionship eadjus men s equi ed when wo king h ough a o eign language we e us a ing a imes, bu also some hing ha hey cons an ly de eloped and no necessa ily conside ed a disad an age. As one pa icipan obse es in EMI classes: And he e we ha e possibili y o discuss eally, and I don’ ha e igh an- swe s. Usually he s uden s don’ ha e igh answe s, bu we y o hink, e e ybody, and, and I lea n. Many imes I hink mo e han hey lea n. […] when you a e a eache , you ha e o be able o discuss abou hese hings wi h you s uden s. (EMITEd3) A guably, he EMI se ing a o ded unexpec ed space o co-cons uc - ing unde s anding h ough he close eache -s uden p oximi y (EMITEd1, EMITEd2; c . EMITEd7). As EMITEd8 sha ed, ‘[ ]he unce ain y in my skills made me ely much mo e on s uden s’ inpu ,’ c ea ing a space and acknowledg- ing esou ces ha may no be conside ed when eache s a e wo king wi hin 24 eache educa o s’ p o essional iden i y in english-medium ins uc ion ... hei com o zones. Fo he pa icipan s, he in e na ional s uden s’ di e si y in cul u al and educa ional backg ound in used he sha ed lea ning en i onmen wi h an in e na ional ou look, a plu ali y o subjec - ela ed pe spec i es, highe s uden a en ion and mo e eage ness o pa icipa e in class. These obse a ions poin o he g ea e esou ces EMITEds can d aw on in hei pedagogical do- ing. Mo eo e , hese obse a ions p omp ed he pa icipan s o e lec on he impo ance o Finnish alues in academic se ings, like less o mali y, inc eased eedom in s uden s’ lea ning pa hs and e alua ion p ac ices, poin ing o he ela ionship wi h he wide HE communi y. Pedagogical ela ing Whe eas pedagogical being ocuses mo e on he sense o sel and peda- gogical doing add esses he ealisa ion o pedagogical expe ise, pedagogical ela ing acknowledges he mul iplici y o ela ionships ha in o m he wo k and pe son o an educa o . In his s udy, pa icipan s d ew a en ion o he mul- i ace ed na u e o pedagogical ela ing, including he ela ionship wi h he in- s i u ional HEI communi y, collegial ela ionships and he wide ision o he p o ision o eache educa ion. Fo example, EMITEd3 poin s ou : I’m doing inpope [sic] impo an job, and I know ha eaching and, and- ha ou s uden s will ha e hei Mas e ’s deg ees- we will ha e money abou ha and we will ha e money abou when ou s uden s ha e 50 c ed- i s a yea , and ha kinds o hings. And I can make my own sha e, so ha we can be su e ha we will ha e ha , ha , and ha . By ag eeing o p o ide EMI, EMITEd3 sees bene i s o he sel and he wide communi y. Recognising ha EMI can be a ‘[m]eaning ul pa o [one’s] e e yday wo k’ (EMITEd5) also indica es how eache educa o s o ien o he demands o HE oday: ‘ ha EMI and in e na ionalisa ion should be pa o ou and ou s uden s daily li e’ (EMITEd6). These iews poin o EMI as a dimen- sion in eg a ed in o EMITEds’ p o essional li e, encompassing s uden s, he p o ision o eache educa ion, he wide uni e si y cul u e, and EMI a he uni e si y. Pa icipan s’ esponses implied how an indi idual sense o esponsi- bili y o engagemen and de elopmen , p incipally owa ds and o s uden s, in o ms hei p ac ice. Many pa icipan s welcomed oppo uni ies o de elop- men p esen ed by s uden s o colleagues (6/9), and all desc ibed si ua ions in which hey sough oppo uni ies o de elop p o essionally. These oppo uni- ies included in e na ional eache exchanges, independen o uno icial EMI c e p s Jou nal | Vol.11 | No3 | Yea 2021 25 aining, publishing in English, con ac ing and collabo a ing wi h o seeking ad- ice om o eign colleagues, de eloping EMI cou ses wi h Finnish colleagues, and ying o enew and e alua e one’s eaching (e.g., by ‘expe imen ing […] wi h “cus om-designed sessions” ha I p epa e based on s uden s’ answe s o a ques ionnai e’ – EMITEd8). These insigh s unde line he conscien ious way in which hese EMITEds de elop hei wo k and he need o he communi y o p o ide de elopmen oppo uni ies. Collegial and wide uni e si y ne wo ks we e only b ie ly men ioned as con ex s o lea ning om and collabo a ing wi h Finnish and in e na ional colleagues. Whils he pa icipan s ecognised he alue o exchanging expe - ise, engaging in dialogue and enjoying a deg ee o collegial p oximi y, he lack o an EMI communi y and he absence o uni e si y ecogni ion o hei EMI eaching in hei sala y o wo k plan p o oked eelings o loneliness, ange , and wo y. Fo hese pa icipan s, he ela ionships ha mos di ec ly suppo ed hei de elopmen we e eedback on one’s eaching (5/9) and p o essional de- elopmen p og ammes o EMI (8/9). Pa icipan s’ desc ip ions o eedback we e connec ed o s uden s and o pee s (e.g., ha ing hei class obse ed, co- eaching), s eng hened hei sense o compe ence in EMI o hei abili ies as eache educa o s, p o ided ad ice and suppo o EMI, and p omo ed p o es- sional de elopmen . Fo example, EMITEd2 explains ha : a e e e y g oup we ask eedback and wha we could do di e en ly and wha would help hem o see hings be e and, ha ’s he only way you can eally ge some hing […] hen he eedback ques ionnai e is he one you can ead mo e and y o mo e i o a di ec ion o some hing. Rega ding p o essional de elopmen p og ammes o EMI, pa icipan s we e awa e o he impo ance and a ailabili y o such p og ammes bu , despi e hei bene i s, conside ed hem ime-consuming and demanding. Pa icipan s no ed how encou agemen and con idence, imp o ed language, heo y-based insigh s and sensi i i y o s uden s’ cul u al di e si y o inqui y-based eaching models could bene i EMI. Howe e , when de elopmen al oppo uni ies we e limi ed o in o mal mee ings o wi hou he uni e si y adequa ely accoun - ing o employees’ commi men o a wo kload o 15 Eu opean s udy c edi s, he pa icipan s el ha EMI eache educa ion was ‘no [ aken] so se iously’ (EMITEd4) o deemed ‘ oo hea y’ (EMITEd2). Fo many pa icipan s, hei expe ience seems o ha e been as EMITEd7’s summa ises: Back hen, in 2014, i was no so common o each in English, so we had o “seek” om he depa men o hose eache s, who would be willing o ake up his challenge. Fo me, i was no a sca y hing, al hough I 26 eache educa o s’ p o essional iden i y in english-medium ins uc ion ... ecognise ha my language skills a e somewha limi ed, and I lack mo e o mal aining. O cou se, he i s imes eaching in English we e espe- cially good oppo uni ies o p ac icing my o al skills o English, bu also e lec ing he di e ences be ween English and Finnish eaching. Discussion Teache educa ion is an impo an opic o he jou nal whe e his spe- cial issue con ibu ion appea s, al hough eache educa ion esea ch he e has la gely ocused on s uden - eache s, policies, p ac ices and e o ms (e.g., Pan ić, 2012; Raike , 2020; Smi h, 2016). This s udy complemen s hese oci wi h eache educa o s’ pe cep ions o EMI in highe educa ion and he im- plica ions o hei p o essional iden i y de elopmen . EMI is absen om he jou nal’s ongoing discussion abou he in e na ionalisa ion o highe educa ion (e.g., Kassaye Alemu, 2014), which sugges s ha academic s a ha e a ou able a i udes owa ds in e na ionalisa ion ye epo li le p e e ence o conduc - ing cou ses in o eign languages (Flande & Klem, 2014). This in e iew s udy ocuses on how eache educa o s a a Finnish uni e si y expe ienced EMI, and he indings highligh he c ucial ole language plays as eache educa o s ene- go ia e hei pedagogical being, doing and ela ing in EMI con ex s. The o ien a ion EMITEds had owa ds EMI highligh ed he pe sonal and a ec i e expe ience o EMI. Pa icipan s’ pedagogical being was di ec ed by a sense o amilia i y o disjunc u e when eaching EMI classes and nego- ia ing he ole o language as he media o o sel , pedagogical expe ise and disciplina y expe ise. As language p o iciency is a p ima y conce n o HEI educa o s in EMI (Lasagabas e , 2018), he pa icipan s’ pe cei ed compe ence as o eign language speake s has implica ions o hei con idence and belie s as eache s and con en expe s. Because belie s di ec beha iou , pe spec i es, choices and eaching s yle (Maa anen e al., 2019), making belie s abou compe- ence explici is c i ical in suppo ing eache educa o s’ u he de elopmen . The indings also unde lined pa icipan s’ conce n abou wha hey could o e s uden - eache s while upholding pedagogical p inciples in hei eaching and adequa ely adjus ing language so as no o comp omise communica ion and con en deli e y. A co e s a egy o eache educa o s is o ocus on hei ole as guides and men o s o esol e ension in hei wo k, ocusing on econcep ual- ising eaching s a egies a he han es uc u ing ex e nal condi ions (Tillema & K eme -Hayon, 2005). Teache educa o s’ inwa d o ien a ion owa ds he imp o emen o p ac ice migh sugges ha p o essional iden i y de elopmen is a pe sonal ma e (Maa anen e al., 2019). Howe e , in an EMI se ing, ying c e p s Jou nal | Vol.11 | No3 | Yea 2021 27 o main ain he in eg i y o p ac ice while ying o na iga e di e en pe spec- i es and unan icipa ed expe iences sugges s ha hese challenges canno be o e come me ely h ough manda ed policies. Pedagogical doing and pedagogical ela ing highligh EMITEds as p o- essional ac o s who espond o he complex global end o EMI encompassing English as he language o academia and educa ional e enues (see also Saa in- en & Nikula, 2013). Pa icipan s’ pedagogical doing unde lined he need o empo al esou ces, communica ion wi h s uden s and mo e dialogic eaching wi h a di e se coho . As Lo and Maca o (2015) no e, EMI ins uc ion equi es ime o ansi ion om monologic o dialogic eache -s uden in e ac ion, and eache educa o s need skills o suppo s uden - eache s’ ex ended e bal ex- changes on he subjec ma e . Mos impo an ly, EMITEds ecognised ce ain pa ame e s necessa y o mo e e ec i e eaching and ad oca ed he in e na- ional pe spec i e ha in e na ional s uden s a o d EMI classes. Some o hese pa ame e s ha e been epo ed elsewhe e, wi h EMITEds s ill being able o pe - cei e he pe sonal, academic and added bene i s o EMI (Dimo a e al., 2015; Doiz e al., 2011). Pedagogical ela ing could be seen in how pa icipan s joined he p ac ice o EMI eaching and we e delibe a ely open o o pu sued oppo u- ni ies o p o essional de elopmen ha o he s p esen ed. In doing so, ecei ing eedback on one’s eaching and p o essional de elopmen p og ammes o EMI we e e y impo an , indica ing he need o suppo o EMI eaching p ac- ices om mo e expe ienced colleagues o eache aine s. Pa icipan s’ pedagogical ela ing con as ed wi h o he Eu opean lec u e s’ low mo i a ion o o ganise and deli e EMI (Doiz e al., 2011; La- sagabas e , 2018), and suppo ed he iew o Finnish eaching s a as able o wo k acco ding o hei eaching ambi ions, p o essional in e es s and alues (Vähäsan anen e al., 2020). Howe e , pa icipan s’ ega d o EMI eache edu- ca ion as posi i e, ye demanding, in conjunc ion wi h a lack o ecogni ion o EMI eaching on he pa o he ins i u ion (e.g., o ganised EMI communi ies, inancial ewa d, alloca ed wo king hou s), u he alida ed Finnish eaching s a ’s need o su icien ime o engage in esea ch as well as eaching ac i i- ies (see Vähäsan anen e al., 2020). Al hough mo e aining is needed o he challenge o EMI a uni e si ies (Lasagabas e , 2018), wi h mo e s uc u ed and ocused language and language-media ed me hodology (O’Dowd, 2018), uni e si ies should o e incen i es o eache s beyond he appeal o EMI as an oppo uni y o ad ance one’s p o essional ca ee (Doiz e al., 2011). Finally, eache educa o s’ co e delibe a ions in EMI should no be esol ed as pe - sonally expe ienced p oblems (Tillema & K eme -Hayon, 2005), bu as (EMI) communi y challenges. This is impo an conside ing pa icipan s’ o ien a ion 28 eache educa o s’ p o essional iden i y in english-medium ins uc ion ... o hei wo k aimed a bene i ing s uden - eache s’ lea ning and no necessa - ily hei own p o essional de elopmen . Teache educa ion communi ies need o be suppo ed by a sha ed ision in EMI and, knowing wha is expec ed o hem, de elop EMI syllabi mee ing con empo a y socie al and academic needs (Maa anen e al., 2019). Figu e 3 Depic ing he signi ican p esence o language in EMI p o essional iden i y de elopmen  The signi ican p esence o language wi hin he p o essional iden i y de- elopmen o EMI eache educa o s is illus a ed in Figu e 3, in which peda- gogical language awa eness is de ined in ela ion o he h ee di e en aspec s o p o essional iden i y de elopmen a he han enac ed as pa o pedagogical doing alone. Thus, while pedagogical language awa eness emains an impo - an pa o pedagogical doing, he indings om his s udy indica e he way in which language is also deeply el and a ec s an educa o ’s sense o sel . Mo e- o e , oppo uni ies o he de elopmen o pedagogical language awa eness a e connec ed o he wide communi y and he willingness o an ins i u ion o in- es in EMI. c e p s Jou nal | Vol.11 | No3 | Yea 2021 29 Conclusions This s udy illus a ed how Finnish eache educa o s’ p o essional iden- i y de elopmen is in used wi h language in EMI se ings. Pedagogical lan- guage awa eness was no conside ed an addi ional aspec in he analysis bu as inhe en o EMITEds’ p o essional iden i y de elopmen . Pedagogical language awa eness connec ed wi h EMITEds’ becoming used o o eeling uncom o - able in EMI (pedagogical being) was p ominen in pedagogical doing (e.g., he needs and ad an ages hey iden i y in hei EMI eaching, he di icul y o con- en , he in e na ionali y o he s uden popula ion, being able o each e mi- nology in one’s a ea o expe ise in bo h languages), and a po en ial mee ing poin o collegial de elopmen . Recognising he undamen al p esence o lan- guage sugges s ha pedagogical language awa eness is a c i ical a ea o u he esea ch and de elopmen in EMI. Despi e he small numbe o pa icipan s, simila i ies wi h o he s ud- ies on eache educa o s sugges ha he issues aised by he pa icipan s e- lec sha ed conce ns aced by eache educa o s. Howe e , a la ge numbe o pa icipan s could ha e e ealed mo e g oup-based h eads and a ia ion in he in e iew da a (Jo e, 2012). While code sa u a ion was eached, u u e esea ch could aim a meaning sa u a ion o a mo e nuanced unde s anding o he EMITEds’ pedagogical unde s anding (Hennink e al., 2017). The amoun and na u e o he da a is ano he no able limi a ion. The w i en in e iew da a consis ed o concise answe s, whe eas ace- o- ace in e iews made i easie o pa icipan s o espond in g ea e de ail. The la e migh be mo e sui ed o he s udy o p o essional iden i y de elopmen in EMI, because i a o ds mo e spon aneous and de ailed da a in a con e sa ional se ing. Since p o essional de elopmen p og ammes we e an impo an aspec o pa icipan s’ expe i- ences in EMI, u u e esea ch could include EMI eache aining p og amme coo dina o s’ pe spec i es, while EMITEds’ eaching can be obse ed be o e and a e EMI aining. 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