scholarly journals Non-normative corporalities and transgender identity in English as a Foreign Language student teachers

HOW ◽  
2020 ◽  
Vol 27 (2) ◽  
pp. 13-30
Author(s):  
Diego Ubaque-Casallas
Keyword(s):  
Foreign Language ◽  
Student Teachers ◽  
Student Teacher ◽  
Teacher Identity ◽  
International Research ◽  
The Self ◽  
Self Identity ◽  
Transgender Identity

Little international research exists on EFL (English as a Foreign Language) student teachers regarding transgender identity and non-normative corporalities. Similarly, few studies in Colombia have investigated the concept of teacher identity of transgender EFL student teachers to understand this dimension of identity. This study explores the transgender/blind identity of an EFL student teacher. The study took on identity as multiple and fluid to understand how transgender identity serves a lens to shape the process of becoming a teacher. Findings suggest that transgender identity is made from either experiences that modify or re-construct the self. The study revealed that the notion of gender is contested when the idea of transgender works as a personal mechanism to question the existing normativity of one’s own body and the self. Identity is then presented as a series of choices and performances situated in time that are validated in the transgender and blind condition.

scholarly journals Think Globally, Act Locally: The Strategy of Incorporating Local Wisdom in Foreign Language Teaching in Indonesia

2018 ◽  
Vol 7 (2) ◽  
pp. 1 ◽  
Author(s):  
Azkia Muharom Albantani ◽  
Ahmad Madkur
Keyword(s):  
Young People ◽  
Foreign Language ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
Linguistic Competence ◽  
The Self ◽  
Foreign Languages ◽  
Self Identity ◽  
Classroom Activities ◽  
Instructional Activities

Indonesia is well-known for its diversity of ethnicity, language, religion and tradition. This gives birth to the emergence of local wisdom in every region in this country. Local wisdom is certainly very meaningful because it is a part of characteristic of the nation. Unfortunately, many today’s young people are not familiar, even do not know, with their local wisdoms. This should be paid more attention since local wisdom is one of the self-identity of the nation. One of strategies to preserve and inherit local wisdom is by integrating it into all lessons, including foreign language, taught at school. Local wisdom needs to be in instructional activities of foreign language teaching, even though they need to learn foreign languages, they would not lose their real identity. The application of this concept is not only to equip the students with linguistic competence but also to provide them with cultural competence. This paper discusses the importance, the reason and the practical ways of integrating local wisdom in foreign language teaching for Indonesian students. It is concluded that the integration of local wisdom is very essential and it could be executed by including the local wisdom values into the materials, allocated time for discussion on local wisdom, classroom activities and the process of teaching linguistic skill.

scholarly journals Language Teacher Identity Formation

2021 ◽  
Vol 13 (1) ◽  
pp. 381-402
Author(s):  
Victoria Oliveira da Silva ◽  
Larissa Dantas Rodrigues Borges
Keyword(s):  
Foreign Language ◽  
Professional Identity ◽  
Identity Formation ◽  
Student Teachers ◽  
Undergraduate Students ◽  
Teacher Identity ◽  
Emotional States ◽  
Teacher Identity Formation ◽  
Language Teacher Identity

Becoming a teacher is a process that underlies different aspects and purposes of social interaction and the construction of a professional identity. Student-teachers perception of themselves and their emotional states might differ from what is expected from them or even from their own goals. Therefore, this research attempted to investigate the development of teacher identity formation in Teaching English as a Foreign Language (TEFL) students through their own perception of their professional identity. It was conducted as a case study ­and the participants were undergraduate students in the last term. An open-ended questionnaire was used to collect data. Practical activities related to teaching and contact with teaching contexts and with students had a positive evaluation on the part of student-teachers regarding the formation of their identity as teachers. This research demonstrates the importance of the practice in the context of teacher training for the establishment and maturation of teacher identity.

Student Teachers’ Learning and Professional Development in Second Language Teacher Education

2017 ◽  
Vol 7 (1) ◽  
pp. 13 ◽  
Author(s):  
Kamile Hamiloğlu
Keyword(s):  
Professional Development ◽  
Teacher Education ◽  
Second Language ◽  
Student Teachers ◽  
Student Teacher ◽  
Research Literature ◽  
Language Teacher Education ◽  
Language Teacher ◽  
Second Language Teacher Education ◽  
Second Language Teacher

This article is a review on student teacher (ST) learning in second language teacher education (SLTE) and it aims to establish a context for ST learning for professional development in SLTE research and frame its contribution to the current research literature. To achieve this, it conducts an overview on concepts of interest, and it places in perspective some of the key previous findings relating to the research at hand. Broadly, it is to serve as a foundation for the debate over perspectives of second/foreign language (S/FL) student teachers’ (STs’) learning to teach through their professional development with reference to both coursework and practicum contexts.Keywords: student teacher learning, second language teacher education (SLTE), professional development

Two Feminist Views on the Self, Identity and Collective Action

Hypatia ◽  
1999 ◽  
Vol 14 (1) ◽  
pp. 120-125
Author(s):  
Margaret A. McLaren
Keyword(s):  
Collective Action ◽  
The Self ◽  
Self Identity

scholarly journals The Challenge of Educating Purposeful Teachers in Finland

2021 ◽  
Vol 11 (1) ◽  
pp. 29
Author(s):  
Elina Kuusisto ◽  
Kirsi Tirri
Keyword(s):  
Teacher Education ◽  
Student Teachers ◽  
21St Century ◽  
School Community ◽  
The Self ◽  
Moral Commitment ◽  
Mediating Factor

This article discusses the challenges of educating teachers in Finland. As a goal in teacher education for the 21st century we propose the purposeful teacher, referring to a teacher who has a long-term moral commitment to serve students, the school community and society. Our data collected from student (N = 912) and practising (N = 77) teachers yielded information on the purposes they identified as important in their lives. The survey included quantitative instruments and open- ended questions. The teachers identified happiness, relationships, work and self-actualisation as the most important contents of their aspirations. All the content categories could be understood as potential purposes in that the benefit extended beyond the teachers themselves. However, almost half of the student teachers (46%) and over half of teachers (55%) revealed only self-orientation. Less than half of them (43%, 36%, respectively) showed a beyond-the-self orientation, which is indicative of a purposeful teacher. Among the practising teachers, teaching appeared to be mainly a mediating factor in realising their purposes or aspirations. These results have implications related to contemporary teacher education in Finland. Both pre- and in-service teachers need to know about purposeful teaching in order to find meaning in their work.

scholarly journals To feel a look, To see the flesh: Phenomenological reflections of a pierced and tattooed pre-service teacher

2013 ◽  
Vol 4 (2) ◽  
Author(s):  
Tanya Kristine Howard ◽  
Rebecca Lloyd
Keyword(s):  
Teacher Identity ◽  
Self Identity ◽  
Phenomenology Of Perception ◽  
Phenomenological Reflection ◽  
The Look ◽  
Pre Service Teacher

This phenomenological reflection invites us to consider what it feels like to be looked at, as a visibly pierced and tattooed pre-service teacher, by a supervising principal. Drawing from Maurice Merleau-Ponty’s phenomenology of perception, theories of the look in education forwarded by Madeleine Grumet, Michel Foucault’s notion of the disciplinary gaze and Luce Irigaray’s work on intersubjectivity, this article delves into the layers of meaning within a piercing moment. This inquiry thus fleshes out what it feels like to be seen as a body-modified teacher in comparison to that of the “expected teacher” image during a time of struggle when one’s newly-forming teacher identity clashes with one’s personal self-identity. It also provides context for better understanding, both palpably and politically, the sense of vision in education from various perspectives: looking within, looking down, the uniform look, the stereotypical look and the mutual look

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