The aim of this study was to investigate the consonance and dissonance between how foreign language university instructors viewed their identities as "foreign language teachers" and how they were viewed by their students. Data in the form of metaphors were collected from 10 instructors and 200 students at the foreign language preparatory school of a public university in Turkey. Results revealed that the instructors depicted their professional identities under six distinct categories of metaphors, while the metaphors of the students could be categorized under 14 themes. Moreover, although some metaphors of instructors overlapped with the ones given by their students, there were some mismatches between the metaphorical expressions. Most of the instructors strongly believed that it would be beneficial to make a thorough review of their practices in the light of the feedback they got from their students.The results underline the importance of using metaphor and the role of interaction between teachers and students in foreign language teacher development.
The aim of this study was to investigate the consonance and dissonance between how foreign language university instructors viewed their identities as "foreign language teachers" and how they were viewed by their students.
Author: Amanda Yesilbursa
Publisher: LAP Lambert Academic Publishing
This book offers a comprehensive, up-to-date review of the recent professional developments of teachers of English in the western region of China in the context of English language teaching reform and teacher education reform. It discusses a wealth of theories, frameworks, qualitative case studies and quantitative investigations, while also covering a range of key practices that are indispensable. It equips readers with an in-depth understanding of the impact of the current curriculum reform on the promotion of teachers’ cognition, emotions, attitudes and awareness of their self-development, as well as teachers’ corresponding efforts to update their educational concepts, reassess their teacher roles, enhance their teaching skills, and implement new approaches to their professional development. It is a valuable resource for anyone pursuing research in this field as well as in-service teachers, teacher educators and education administrators. And as it offers practical help for the potential difficulties and challenges they might encounter, it is also a must-read for the student teachers of English.
One of the aims of the study was to reveal the specific characteristics of EFL teachers' professional identity. In contrast to previous studies, the author is concerned with teachers' own voice in defining and presenting their identity.
Author: Yuhong Jiang
Author: Lorena Rojas Caceres
Category: English teachers
This dissertation, "Professional Identity Formation: a Case Study of Three English Teachers in Mainland China" by Zhaoyang, Amanda, Liu, 刘朝阳, was obtained from The University of Hong Kong (Pokfulam, Hong Kong) and is being sold pursuant to Creative Commons: Attribution 3.0 Hong Kong License. The content of this dissertation has not been altered in any way. We have altered the formatting in order to facilitate the ease of printing and reading of the dissertation. All rights not granted by the above license are retained by the author. Abstract: Recent studies reveal that language teacher identity makes the difference in classroom teaching and has increasingly become a valuable focus in the field of language teaching research. However, a review of the research literature shows that there have been limited studies about the professional identity formation and even fewer studies involving teachers of English as a foreign language (EFL) in the context of mainland China. English language teaching (ELT) has increasingly gained attention in mainland China, with the curriculum reforms, which promoted communicative language teaching (CLT) and later task-based approach (TBA), have been initiated since 1970s, yet the professional identities of English teachers acting as the key players of the curriculum reforms have not been given due attention. This is particularly true for those teachers in the Northwestern Hinterland areas with relatively limited resources and a challenging environment. In order to fill the diverse gaps, this study provides valuable information and knowledge not only for teacher professional identity research area but also for Chinese ELT, CLT and TBA reforms, By exploring three experienced secondary EFL teachers' professional identity formation in Lanzhou city, in Gansu province, a whole heretofore unresearched area has been brought into view. With a case study approach, the study collected the teachers' personal life experiences from their childhood to current teaching experiences. By building up a theoretical framework based on the features of professional identity formation proposed by Beijaard et al. (2004), the study has examined the teachers' personal life experiences, school contexts and agency and achieved rich understandings about their professional identity formation. This study shows that the teachers' biographies, particularly their fathers and pre-service teacher education acted as important components of and exerted an enduring influence on their professional identity formation of the three teachers. Findings highlight that teachers' three levels of professional contexts had an important impact on their professional identity formation; among the three levels of contexts, the macro context of the College Entrance Examination and the meso context of school leaders were the most influential. The findings of this study extend the understanding of the complexity of teachers' professional identity formation, and shed light on how to develop a more effective professional learning mode for pre-service teachers. This study also gives a voice to life history and offers the possibility of helping pre-service teachers to effectively understand the teaching profession in new ways in the teacher education programs. DOI: 10.5353/th_b5108640 Subjects: English teachers - China - Attitudes - Case studies
This is particularly true for those teachers in the Northwestern Hinterland areas with relatively limited resources and a challenging environment.
Author: Zhaoyang Amanda Liu
Publisher: Open Dissertation Press
This book examines the professional identities of a highly influential group of English language teachers in Japan: Japanese university English teachers. It focuses on how relatively new teachers develop their professional identities, how gender impacts the professional identities of female professors, and how teaching practices and beliefs reflect personal and professional identity.
Gee, J.P. (2000) Identity as an analytic lens for research in education. In W.G. Secada (ed.) ... Gorsuch, G. (2001) Japanese EFL teachers: perceptions of communicative, audiolingual and yakudoku activities: The plan versus the reality.
Author: Diane Nagatomo
Publisher: Multilingual Matters
At the forefront of research on English language teacher education and professional development, this volume presents new empirical research situated in different contexts around the world, including Canada, Denmark, Israel, Japan, Korea, Qatar, Sudan, and the U.S. It is framed by the volume editors’ insightful overview and analyses of previous and ongoing work in a variety of related domains and an epilogue by David Nunan. The chapter studies are organized around three themes: teacher identity in ESL/EFL teacher education and professional development programs, second language teacher education programs for diverse contexts, and professional development for diverse contexts. All chapters focus on the applied nature of the research and include a section on implications. To provide balance and a range of views, the volume includes both chapters reporting on empirical research funded by TIRF grant recipients and several from invited authors who are senior scholars in the field. This is the third volume in the Global Research on Teaching and Learning English Series, co-published by Routledge and TIRF.
These studies have ignored the role of the professional context in the process of teacher identity construction (Braine, ... of teachers' professional identity development, which took place in a Sudanese EFL teacher education program.
Author: JoAnn Crandall
Category: Foreign Language Study
This book contributes to the growing field of EFL teacher identity, which is now recognized to influence numerous aspects of classroom teaching and of student learning. It focuses on an under-researched, and yet highly influential group of teachers that shape English language education in Japan: Japanese university English teachers. In three interrelated narrative studies, it examines how four relatively new teachers develop professional identity as they become members of the community of practice of university English teachers; how gender impacts the professional identity of seven female professors ranging in age from their early 30s to their 60s; and how one teacher’s teaching practices and beliefs reflect her personal and professional identity.
This book contributes to the growing field of EFL teacher identity, which is now recognized to influence numerous aspects of classroom teaching and of student learning.
Author: Diane Hawley Nagatomo
Publisher: Multilingual Matters
Abstract: Many studies have investigated the sociocultural aspects of professional identities of EFL teachers in different contexts. However, a limited amount of research has been conducted on the negotiation of teachers’ identities particularly in the Arab world and in Egypt. The current study investigates the factors that contribute to forming and negotiating the sociocultural aspects of the professional identity of six experienced and six novice Egyptian teachers of English as a second language (EFL). The study is conducted in two English language programs, one in a private university and the other in a public university context. Interviews and classroom observations were conducted with all twelve teachers. A framework is introduced to conceptualize the negotiation of a professional identity construct that is associated with a number of social and cultural factors, including past teaching and non-teaching professional experiences which influence identity development and shared identity formation. Tajfel’s (1982) theory of social identity was found to reflect a level of the teachers’ professional identities along with the sense of the teachers’ shared identities. Experience, in addition to other external factors such as context, institution and culture, appeared to be one of the variables affecting the negotiation of the sociocultural aspects of teachers’ professional identities both in their self-reported data and classroom practices. The study suggests some pedagogical implications that if emphasized in teacher education programs could assist teachers in negotiating their professional identities in accordance with the surrounding sociocultural factors of different contexts.
Abstract: Many studies have investigated the sociocultural aspects of professional identities of EFL teachers in different contexts.
Author: Nesma Hossam Eldin Hassan Abdel Fattah
Category: English language
This volume identifies, illustrates, compares, contrasts and provides informed reflective commentary on the diverse career trajectories of English language teachers, teacher educators and researchers. Increased migration and globalisation pressures have led to dramatic changes in English language teaching over the last few decades. The resulting increased demand for well-qualified English language teachers has also impacted positively on the status of this profession, as developing a career in this field is now increasingly linked to advanced academic study as well as work possibilities in a wide range of diverse contexts. This book provides insights into the career trajectories of English language teachers in Argentina, Australia, Brazil, Canada, Chile, China, the Czech Republic, Greece, Iceland, India, Malaysia, Mexico, New Zealand, Thailand, Turkey, the United Kingdom, the USA, and the Middle East. This book is likely to be of interest not only to teachers in the field of English language teaching, but also to researchers with an interest in exploring teachers’ lives and careers in diverse contexts. The insights provided in this book will no doubt inspire those who wish to develop, or further develop, a career trajectory in this intriguing field, as well as provoke teacher educators to consider new ways to support those entering the field of English language teaching and those currently navigating its many complex challenges.
Another finding is that the EFL teachers in this study expressed their professional identity as it has been reshaped over the course of time. They started their professional career with a hidden sense of insecurity which emanates from ...
Author: Penny Haworth
Publisher: Symposium Books Ltd