Conceptualizing Language Teacher Education Centered on Language Teacher Identity Development: A Competencies‐Based Approach and Practical Applications

2020 ◽  
Vol 54 (4) ◽  
pp. 1037-1064
Author(s):  
Mariah J. Fairley
Keyword(s):  
Teacher Education ◽  
Identity Development ◽  
Teacher Identity ◽  
Language Teacher Education ◽  
Language Teacher ◽  
Practical Applications ◽  
Language Teacher Identity

Research of Language Teacher Identity: Status Quo and Future Directions

RELC Journal ◽  
2020 ◽  
pp. 003368822096156
Author(s):  
Yuan Sang
Keyword(s):  
Teacher Education ◽  
Identity Development ◽  
Identity Formation ◽  
Teacher Identity ◽  
Status Quo ◽  
Identity Status ◽  
Socialization Process ◽  
Language Teacher Education ◽  
Language Teacher ◽  
Language Teacher Identity

After 20 years of study since researchers of second language teacher education have increasingly emphasized the importance of investigating L2 teachers’ mental lives, the research of language teacher identity has been flowering and providing intriguing insights to deepen the field’s understanding of how L2 teachers develop and learn to become teachers. While a sociocultural perspective of language teacher education speaks to the situated nature of teacher learning and language teacher identity development, this perspective has generated a growing body of literature that highlights the role of socialization in language teacher identity formation. Reviewing the important ideas and findings in the existing research, this article begins with a summary of theoretical conceptualizations of language teacher identity, and then examines the status quo of contemporaneous language teacher identity research. Next, it discusses the socialization process in language teacher identity development, and ends with further research directions for future studies.

scholarly journals Becoming an English language teacher: Continuities and Discontinuities

2015 ◽  
Vol 3 (1) ◽  
pp. 14-31 ◽  
Author(s):  
Dorota Werbińska
Keyword(s):  
Identity Development ◽  
Teacher Identity ◽  
English Language ◽  
Language Teaching ◽  
First Year ◽  
Language Teacher ◽  
School Placement ◽  
Phenomenographic Study ◽  
Language Teacher Identity

Abstract The aim of the paper is to report a three-year phenomenographic study conducted on seven EFL Polish teachers with the focus on presenting how they experience different aspects of language teaching at three crucial stages: 1) the time of ELT theory studying, 2) the time of school placement, 3) the time of first-year working as professional teachers. Each stage of the study is presented from the perspective of affordances standing for the respondents’ expectations (continuities) as well as constraints (discontinuities). The article concludes that discontinuities, rather than continuities, can prove invaluable in language teacher identity development.

scholarly journals Cultural Identity Development in Second Language Teacher Education: Toward a Negotiated Model

2020 ◽  
Author(s):  
Hussein Meihami ◽  
Naser Rashidi
Keyword(s):  
Teacher Education ◽  
Second Language ◽  
Identity Development ◽  
Cultural Identity ◽  
Language Teacher Education ◽  
Language Teacher ◽  
Second Language Teacher Education ◽  
Efl Teachers ◽  
Cultural Identity Development ◽  
Second Language Teacher

This is a two-phase study toward understanding the cultural identity development of the English as a Foreign Language (EFL) teachers when they participated in cultural negotiation programs and developing a negotiated model of cultural identity development for the second language teacher education programs. To such ends, the analysis of the narratives authored by five experienced and four novice EFL teachers was done by using Wenger’s (1998) community of practice and Pennington’s (2014) TESOL (Teaching English to Speakers of Other Languages) teacher identity model to track the cultural identity development of the EFL teachers during the cultural negotiation sessions. Then, by meticulously examining the theoretical and empirical underpinnings about cultural identity including the theories and previous empirical studies along with the results obtained from the first phase of the study, we developed a negotiated model of cultural identity development for the EFL teachers. The model is a theoretical one which can be applied to different second language teacher education programs to develop the cultural identity of the language teachers by participating in negotiation sessions. The study concluded with some implications for second language teacher education programs to develop the cultural identity of the EFL teachers.

Contributions of a Professional Development Course to Language Teacher Identity Development: Critical Incidents in Focus

2021 ◽  
pp. 002248712110591
Author(s):  
Mostafa Nazari ◽  
Peter I. De Costa
Keyword(s):  
Professional Development ◽  
Identity Development ◽  
Professional Learning ◽  
Teacher Identity ◽  
Critical Incidents ◽  
Professional Socialization ◽  
Language Teacher ◽  
Language Teacher Identity ◽  
Development Course

Despite the widely recognized significance of critical incidents (CIs) in teachers’ professional learning, little research has investigated the role of CIs in language teacher identity development. This study attempts to fill this gap by exploring the contributions of a Telegram-based professional development course—framed around CI storying—to the language teacher identity development process of a group of teachers. Data were collected from 10 teachers before, during, and after the course. Data analyses indicated that, before the course, CIs negatively influenced the teachers’ agency and emotions. Participation in the course contributed, however, to the teachers’ enhanced agency and greater emotion regulation. In addition, the course afforded the teachers an opportunity to experience further professional socialization and collegial engagement. Our findings revealed that during the course, the teachers developed greater expertise in storying their CIs and discussed higher order issues relevant to the multiplicity of identity as connected to sociocultural-educational dimensions. These findings suggest that emotions and agency are two significant identity aspects that are profoundly influenced by and influence CIs. Our article closes with a discussion of the implications of embedding CIs in professional development courses to help teachers (re)construct their identities.

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