Becoming a translation teacher

2021 ◽  
Vol 34 (1) ◽  
pp. 311-338
Author(s):  
Di Wu ◽  
Lawrence Jun Zhang ◽  
Lan Wei
Keyword(s):  
Beginning Teachers ◽  
Identity Construction ◽  
Teacher Identity ◽  
Negative Emotions ◽  
Teaching Profession ◽  
First Year ◽  
Sociocultural Context ◽  
Longitudinal Case Study ◽  
Teaching Career

Abstract Teachers who enter the translation teaching profession are generally in lack of training in how to teach translation because such training is barely provided by the current professional or academic oriented translation programmes. Therefore, they have to go through a process of learning to become translation teachers on the job in real teaching settings. However, little has been documented systematically, either qualitatively or quantitatively, on how translation teachers, especially beginning teachers, think of their teaching and themselves as teaching professionals. In this longitudinal case study, we focused on one novice translation teacher and tried to understand how she constructed her translation teacher identity during the first year of her teaching career. We employed emotions as a lens to investigate the process of her teacher identity construction through collecting data from interviews and journals. Findings show that this particular participant’s teacher identity went through a process of constructing, reconstructing and expanding. This process was accompanied by the negotiation between her identity and the various positive and negative emotions that she experienced in the complex sociocultural context. Implications for translation teachers, especially novice translation teachers, are discussed.

scholarly journals Sustainability of Professional Development: A Longitudinal Case Study of an Early Career ESL Teacher’s Agency and Identity

2021 ◽  
Vol 13 (16) ◽  
pp. 9025
Author(s):  
Jing Huang
Keyword(s):  
Professional Development ◽  
Hong Kong ◽  
Teacher Identity ◽  
Teaching Profession ◽  
Early Career ◽  
Teacher Agency ◽  
Full Time ◽  
Longitudinal Case Study ◽  
School Contexts

This paper reports on a longitudinal case study of a Hong Kong early career ESL (English as a second language) secondary teacher, Joyce (pseudonym), who experienced different stages of personal–professional development over seven–eight years (August 2013–December 2020), as follows: (1) entering, and engaging, in teaching for five–six years, upon graduation from a local teacher education BA degree program in summer 2013; (2) resigning from her full-time teaching position and leaving the teaching profession, in response to an “insulting” classroom revisit in her third school; (3) working in an NGO for a short time, after “recovery” from the “insulting” event; and (4) weighing possibilities for resuming teaching, after leaving the NGO in 2019. Drawing on multiple data that were collected over seven–eight years, including interviews, informal communications, and autobiography, this study aimed to examine the issues of teacher attrition and sustainable professional development, in relation to teacher agency and teacher identity, in Hong Kong secondary school contexts. The findings revealed that school and social contexts intertwined with personal experiences, culminating in Joyce’s leaving or staying in the teaching profession. Through focusing on Joyce’s long-term experiences of becoming and being an ESL teacher, the findings shed light on the affordances for, and constraints upon, teacher agency and teacher identity in school contexts.

scholarly journals Perspectives on The Teaching Career Beginning in Basic Education

2020 ◽  
Vol 8 (6) ◽  
pp. 120-135
Author(s):  
Carlos Alberto Lima de Oliveira Pádua ◽  
Antonia Dalva França-Carvalho
Keyword(s):  
Social Relations ◽  
Basic Education ◽  
Beginning Teacher ◽  
Teaching Profession ◽  
University Education ◽  
Teaching Career ◽  
Self Confidence ◽  
Research Findings ◽  
Context Of Learning

This article presents an analysis of the teaching career beginning in Basic Education using the beginning teacher as a reference. The study is based on the theoretical discussions of Gonçalves (2000), Huberman (2000), Guarnieri (2005), Tardif (2008), Darling-Hammond (2014), among others. For methodological development, we used qualitative research (BRASILEIRO, 2013), type case study (MEKSENAS, 2011) with input in ethnomethodology (COULON, 1995). The research was carried out in a public school and had as participants a teacher whose teaching time is less than two years, a principal and a pedagogical coordinator. The data collection techniques were observation, questionnaire, interview and field diary. Data analysis was performed based on Bardin (1977), and interpretation in accordance with Hermeneutics-Dialectics also discussed through Minayo's reflections (1998). The results indicate elements that facilitate the beginning of the teaching profession, such as commitment, respect, profile, self-confidence, among other principles. They also point out difficult elements, such as shyness and practical fragility. They also show the different challenges encountered by the teacher, especially the process of overcoming the dichotomy between training (theory) and professional practice. In general, the research findings show that the entry of the beginner teacher into the school results from a university education based on teaching and research. And, that the beginning of the teaching career explains a context of learning knowledge, characterized by the availability and proactivity inherent in pedagogical work, by the experiences of social relations between students and school professionals that converge to the construction of the teaching professional identity. Therefore, the study expands the reflection on the teaching profession from the perspective of the beginning teacher collaborating to expand this field of knowledge.

scholarly journals Attitude towards Teaching Career in Ten Years

2021 ◽  
pp. 155-161
Author(s):  
Liliana Bujor ◽  
Keyword(s):  
Research Method ◽  
Teaching Profession ◽  
Educational Policies ◽  
First Year ◽  
Career Orientation ◽  
First Year Students ◽  
Teaching Career ◽  
Academic Year

This study aims to capture the dynamic regarding the attitude of the first year students towards the teaching career. To identify the level of attitudes towards the teaching profession, we used a research method based on a questionnaire investigation, as method of analysis, and two different cohorts of students: cohort 1 was represented by students enrolled in 2010-2011 academic year and cohort 2 by the students enrolled in 2019-2020. The cohort, the environment and the gender gave us interesting results about the attitude towards teaching (total score, attitude towards others, work and self-attitude). The results showed that there are significant differences between cohorts in terms of attitude towards teaching career. So, we can say that there is a dynamic towards careers that must be integrated in educational policies and in the career orientation plans.

scholarly journals The First Year in Teaching: Changes in Beginning Teachers’ Visions and Their Challenges

2019 ◽  
Vol 8 (3) ◽  
pp. 276
Author(s):  
Onur Ergunay ◽  
Oktay Cem Adiguzel
Keyword(s):  
Teacher Education ◽  
Public Schools ◽  
Beginning Teachers ◽  
Teaching Experience ◽  
Teaching Profession ◽  
First Year Experience ◽  
First Year ◽  
Structured Interviews ◽  
Qualitative Research Methodology ◽  
Learning Through Experience

The present study examines both the changes in beginning teachers’ visions and the challenges they face during their first year experience in teaching. A basic qualitative research methodology was used, and the data were collected through semi-structured interviews and a questionnaire that included open-ended questions from eighteen beginning teachers who started teaching in public schools in Eskisehir, Turkey. A vision-oriented teacher education model provided the conceptual framework for identifying the changes in participants’ visions. The challenges were also emerged through inductive analysis of the data. The findings provide some evidence of considerable changes in beginning teachers’ visions and challenges in their first year teaching experience. They also present evidence for the significance of first year teaching experience in beginning teachers’ visions. The study also highlights the crucial role of learning through experience in the teaching profession. In the end, some further research trajectories on teacher education, particularly changes in visions and challenges are suggested.

scholarly journals First-Year Teachers and Induction Support: Ups, Downs, and In-Betweens

2015 ◽  
Author(s):  
Sara Fry
Keyword(s):  
Data Collection ◽  
Elementary Teachers ◽  
Beginning Teachers ◽  
Novice Teachers ◽  
Future Research ◽  
First Year ◽  
First Year Teachers ◽  
Attrition Rates ◽  
Primary Form

Novice teachers often struggle during the transition from being students of teaching to teachers of students. Consequently, high attrition rates characterize the first 3 years of teaching, underscoring a need to provide better support for beginning teachers. This investigation sought to answer the following question: How are 1s t-year teachers supported during induction and how do they respond to this support? Four 1st-year elementary teachers participated in a year-long case-study investigation. Primary form of data collection was monthly semi-structured phone interviews. Participants faced similar challenges, while adjusting to their new profession, but received varied, often inadequate, forms of support during their 1st year. The results suggest that rather than identifying the prevalence of induction support, future research should endeavor to assess program quality and guide educators in the provision of valuable induction for new teachers.

Student Teacher Ecological Self in the Context of Education for Sustainable Development: A Longitudinal Case Study

2017 ◽  
Vol 11 (2) ◽  
pp. 123-140 ◽  
Author(s):  
Rea Raus
Keyword(s):  
Sustainable Development ◽  
Identity Development ◽  
Student Teachers ◽  
Teacher Identity ◽  
Education For Sustainable Development ◽  
Critical Importance ◽  
Longitudinal Case Study ◽  
Formal Curriculum ◽  
Ecological Self

In the context of teacher education (TE) for sustainable development (SD), questions related to a teacher’s values, worldview and identity present a particular interest and are of critical importance. In the present article, student–teachers’ understanding of Teacher self and nature is focused on through discussions of personal and professional settings. The perceived curriculum, that is, reflection on a formal curriculum of a particular TE programme, is discussed to investigate how existing TE curriculum supports the development of the ecological, holistic self of a future teacher. The longitudinal study of 9 student teachers attempts to illuminate the process of the development of their ecological self during the first 4 years of studies in a particular initial TE programme. Although literature stresses the need to begin TE with investigating teacher identity, the results show that according to student teachers’ opinions, the particular TE curriculum does not address the notion of teacher identity in a focused manner, and more prominently, it does not address teacher identity development in the context of Education for Sustainable Development (ESD).

scholarly journals Negotiating and Defining "Self" as Science Teachers: A Narrative-Case Study among Non-Science Education Major Teachers

2020 ◽  
Vol 10 (5) ◽  
pp. 13
Author(s):  
Ma. Ivy Villena-Agreda
Keyword(s):  
Science Education ◽  
Beginning Teachers ◽  
Science Teachers ◽  
Teacher Identity ◽  
Case Study Research ◽  
Study Data ◽  
Self Control ◽  
Education Major ◽  
Using Data

Learning to teach is a very fundamental stage with which beginning teachers should be concerned with. They, in particular should expect to encounter problems and frustrations, with which they must learn from their experiences and improve their instructional skills over time. This study examined how beginning non-science education major teachers developed and negotiated their science teacher identity in their first three years of teaching. Participants in this study were three public secondary teachers who are non-science education majors but are assigned to teach science subjects. A methodology combining case study research and narrative inquiry was employed in this study. Data were collected through interpretive research methods using data sources such as interviews, photo-elicited interviews, written answers to open-ended questions, observation notes, and researcher’s journal of informal face-to-face and phone conversations with the respondents. This study utilized Gee’s (2001) notion of D-identity and Holland et al.’s (1998) “concepts of tools of agency and self control and change”. The analysis of narratives showed that each participant displayed unique characteristics in negotiating their teacher identity. The first three years of teaching serve as the induction period of teachers thus, this is the stage when participants negotiate their teacher identities facing various struggles and enactments inside the classroom, from being non-science education teachers to science teachers.

scholarly journals Identity Tensions: Understanding a Previous Practitioner’s Decision to Pursue and Depart the Teaching Profession

2021 ◽  
Vol 6 ◽  
Author(s):  
Tiffany Karalis Noel
Keyword(s):  
United States ◽  
Teacher Preparation ◽  
Teacher Identity ◽  
Preservice Teacher Education ◽  
Teaching Profession ◽  
Early Career ◽  
First Year ◽  
Progressive Change ◽  
Decision To Leave ◽  
Midwest United States

Framed by symbolic interactionism, this study used narrative inquiry to share a teacher’s story about her decision to pursue and depart the teaching profession within four years of graduating from a traditional undergraduate preparation program in the Midwest United States. The participant, “Banjo,” participated in a qualitative analysis that consisted of four interviews conducted during the first year following her departure from the field. Findings revealed several conflicts surrounding Banjo’s sense of pre- and in-service teacher identity and teacher preparation experiences that ultimately influenced her decision to leave the teaching profession. Banjo’s story provides critical insights about how to prevent similar challenges among early-career practitioners and facilitate progressive change in preservice teacher education writ large.

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