An Analysis of the Teacher Identity Formation of Pre-service English Teachers over their Practicum

2016 ◽  
Vol null (38) ◽  
pp. 167-187
Author(s):  
Kyeong-Hee Rha
Keyword(s):  
Identity Formation ◽  
Teacher Identity ◽  
English Teachers ◽  
Teacher Identity Formation

Unpacking the complexities of teacher identity: Narratives of two Chinese teachers of English in China

2020 ◽  
pp. 136216882091095
Author(s):  
Wendy Li
Keyword(s):  
Identity Development ◽  
Identity Formation ◽  
Teacher Identity ◽  
Life Histories ◽  
English Teachers ◽  
Training Institution ◽  
Chinese Teachers ◽  
Identity Narratives ◽  
Teacher Identity Formation ◽  
The Relationship

This study explores the complexities of teacher identity formation for two Chinese teachers of English in China, who represent two growing groups of English teachers: Alice, who worked in a private English training institution and John, who was a self-employed private English tutor. Drawing insights from Barcelos’ (2015) theorization of the relationship among teacher beliefs, teacher identity, and teacher emotions, this study employs an integrated perspective to investigate two participants’ English teacher identity development by examining the dynamic interplay among these three constructs (beliefs, identity, and emotions). Narrative inquiry is used for data analysis. By exploring two participants’ life histories of learning English and becoming English teachers, this study captures the dynamics of how the focal participants’ core beliefs and emotions interacted inextricably with and shaped their teacher identity development.

An Empirical Study on the Relationship Between Chinese Teachers’ Attitudes Toward Identity and Teacher Autonomy

2019 ◽  
Vol 42 (1) ◽  
pp. 60-78
Author(s):  
Lina Qian ◽  
Haiquan Huang
Keyword(s):  
Professional Identity ◽  
Identity Formation ◽  
Teacher Identity ◽  
Negative Attitude ◽  
Teacher Autonomy ◽  
Structured Interviews ◽  
College English ◽  
Teacher Identity Formation ◽  
Teachers Attitudes ◽  
The Relationship

Abstract Teacher identity formation provides a direction for the development of autonomy (Huang & Benson, 2013). However, the process of identity formation is complex and how this process influences teacher autonomy has not been sufficiently studied. To contribute to knowledge in this field, the present study investigated the relationship between teachers’ attitudes toward teacher identity and teacher autonomy. We first observed 14 Chinese College English teachers’ classroom teaching. Following that, we conducted stimulated recall interviews with all the teachers to pinpoint their autonomous practices. Finally, we conducted semi-structured interviews to investigate these teachers’ attitudes toward their identities. One of the main findings was that the teachers who held a positive attitude toward their professional identity were more autonomous in their teaching practices than those with a negative attitude. The findings invite us to conclude that teachers’ attitudes toward their professional identity are positively associated with teacher autonomy.

scholarly journals Struggling to-be or not-to-be a bilingual teacher: Identity formation in a Change Laboratory intervention

2020 ◽  
Vol 13 (2) ◽  
pp. 205979912092169 ◽  
Author(s):  
Sharon Chang ◽  
Carmen Martínez-Roldán ◽  
María E Torres-Guzmán
Keyword(s):  
Preservice Teachers ◽  
Identity Formation ◽  
Student Teaching ◽  
Teacher Identity ◽  
Major Change ◽  
Bilingual Teaching ◽  
Bilingual Student ◽  
Bilingual Teacher ◽  
Teacher Identity Formation ◽  
Mediating Tools

While the methodology of formative intervention research has long been established, the aspect of new instrumentality of Change Laboratory is fragmentally documented. Therefore, in this study, we modified two major Change Laboratory mediating tools used in bilingual student-teaching seminars, namely the disturbance diary and four-field model. These two empirically investigated Change Laboratory tools have mediated transformative agency within the collective movement toward identity formation as the Change Laboratory participants (bilingual preservice teachers) conveyed their dilemma of to-be or not-to-be a bilingual teacher. We provide evidence on the relationship between the bilingual preservice teachers’ identity formation and their participation in the Change Laboratory intervention. The analysis made salient the role of two new Change Laboratory mediating tools, the adapted disturbance diary and individually generated four-field models, for the bilingual preservice teachers’ collective transformation in bilingual teaching. It also crystallized the importance of deepening the bilingual preservice teachers’ analysis of multiple languages and pedagogy as understood in the new bilingual teaching model in the Change Laboratory intervention.

scholarly journals Dialectics of development: teacher identity formation in the interplay of ideal ego and ego ideal

2016 ◽  
Vol 28 (2) ◽  
pp. 115-130 ◽  
Author(s):  
Matthew Clarke ◽  
Michael Michell ◽  
Neville John Ellis
Keyword(s):  
Identity Formation ◽  
Teacher Identity ◽  
Ego Ideal ◽  
Teacher Identity Formation ◽  
Ideal Ego
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