The Dialogical Nature of Professional Identity: A Longitudinal Study of One EFL Teacher

2017 ◽  
pp. 307-325
Author(s):  
Dorota Werbińska ◽  
Małgorzata Ekiert
Keyword(s):  
Longitudinal Study ◽  
Professional Identity ◽  
Efl Teacher

Developmental networks and professional identity: a longitudinal study

2005 ◽  
Vol 10 (6/7) ◽  
pp. 567-583 ◽  
Author(s):  
Shoshana R. Dobrow ◽  
Monica C. Higgins
Keyword(s):  
Longitudinal Study ◽  
Professional Identity ◽  
Developmental Networks

Visualizing EFL teacher identity (re)construction in materials design and implementation

2018 ◽  
Vol 9 (2-3) ◽  
pp. 249-271 ◽  
Author(s):  
Ana Carolina de Laurentiis Brandão
Keyword(s):  
Professional Identity ◽  
Teacher Knowledge ◽  
Teacher Development ◽  
Teacher Identity ◽  
English Teacher ◽  
Visual Narratives ◽  
Design And Implementation ◽  
Efl Teacher ◽  
Visual Approach ◽  
State Schools

AbstractThis study visually explores the process of identity (re)construction experienced by a pre-service EFL teacher as she designed and implemented English activities at Brazilian state schools. The theoretical framework draws from language teacher development, and narrative concepts on professional identity, teacher knowledge and context. Visual narratives, contextualized by written and oral narratives, are analysed for their holistic-content, taking into account a critical visual approach and a narrative inquiry methodology. The pre-service EFL teacher, whose experience is the focus of this paper, developed a metaphor to describe her process of identity (re)construction: the invisible English teacher. Stories of designing and implementing her own materials, and being part of different teaching landscapes play an important role in her search for visibility as an English teacher.

Recorded video meetings in virtual exchange: a new frontier for pre-service teacher reflection

2020 ◽  
Vol 3 ◽  
pp. 39-58
Author(s):  
Chesla Ann Lenkaitis
Keyword(s):  
United States ◽  
Foreign Language ◽  
Professional Identity ◽  
Teacher Candidates ◽  
Qualitative Data ◽  
The United States ◽  
Theory And Practice ◽  
Efl Teacher ◽  
New Frontier ◽  
Pre Service Teacher

This study examined a virtual exchange in which English as a Foreign Language (EFL) teacher candidates from Colombia were partnered with Spanish as a Foreign Language (SFL) teacher candidates from the United States. The eight (n = 8) participants interacted via videoconference for six weeks. Additionally, they watched recordings of their video meetings in order to reflect on their experiences and what they noticed about their interactions (Schmidt, 1990). Results from qualitative data showed participants’ awareness of their professional identity and professional development. Additionally, incorporating a reflective component, based on watching recorded synchronous sessions, into virtual exchange is shown to be a valuable tool for making connections between theory and practice.

scholarly journals Saudi EFL Teacher Professional Identity and Emotions: Emotions Regulation Perspective

2020 ◽  
Author(s):  
Mohammed S. AlHarbi ◽  
Hussain Ahmad
Keyword(s):  
Emotion Regulation ◽  
Professional Identity ◽  
Research Question ◽  
Cognitive Strategies ◽  
Teaching Philosophies ◽  
Teacher Emotions ◽  
Efl Teacher ◽  
Efl Teachers ◽  
Teacher Professional Identity ◽  
Teacher Professional

Research has shown that a strong teacher professional identity is an integral part of teaching as well as learning processes. Unlike the traditional view of who teachers are, nowadays conceptualization considers teachers not only as reservoirs of knowledge but individuals that inspire other individuals in unique ways. Teacher professional identity exhibits teachers’ beliefs, emotions, and teaching philosophies. Among other aspects, teacher emotions are a strong indicator of teacher professional identity; therefore, unless teachers are better equipped with cognitive strategies to regulate their emotions and are more emotionally intelligent, achieving their teaching and non-teaching goals will remain a forlorn dream. The current paper encapsulated various aspects of teacher emotions and emotion regulation models and has sought to answer the following overarching research question: How do emotions influence teacher professional identity and how do Saudi EFL teachers regulate their emotions? Hence, the factors that lead to Saudi English as a foreign language (EFL) teachers’ emotional arousal and disturbances have been critically summarized. Finally, the applications of emotion regulation models in the Saudi EFL context have been highlighted. The theoretical conceptualizations presented in this paper have implications for EFL teachers, teacher trainers, and professional development specialists.

scholarly journals Bringing languages to life: A longitudinal study of the development of creative practice in student teachers of modern languages

2017 ◽  
Vol 10 (1) ◽  
pp. 25-39
Author(s):  
Bethan Hulse
Keyword(s):  
Teacher Education ◽  
Longitudinal Study ◽  
Language Learning ◽  
Professional Identity ◽  
Student Teachers ◽  
Education Programme ◽  
Teacher Education Programme ◽  
Temporary Suspension ◽  
Ethnographic Methodology ◽  
One Year

This article reports the findings of a longitudinal study exploring the process of learning to teach modern languages in the changing landscape of teacher education. It employs a postmodern critical ethnographic methodology to examine the experiences of a group of student teachers over the course of a one-year postgraduate teacher education programme in England. The focus is on how experiences in university and in school encourage or discourage the development of creativity. The schools inspectorate, Ofsted, is critical of lifeless teaching which fails to inspire young people to learn languages. However, the pressures of ‘performative’ requirements act as a discouragement to creativity. The data indicates that whilst student teachers express a desire to be more creative, they find it difficult to implement their ideas in school. A post-structuralist analysis of Marx’s theory of alienation is employed to argue that the early formation of professional identity is a process of acquiescence to oppressive external structures over which individuals have no control. The study concludes that it is possible to create spaces where the temporary suspension of alienation can allow individuals to put life back into language learning.

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