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    Wyświetlanie 1-7 z 7
    Tytuł:
    Language Teacher Identity and Emotions in a Duoethnographic Narrative: The Perspective of Teacher, Parent, and Teacher Educator
    Autorzy:
    Rokita-Jaśkow, Joanna
    Werbińska, Dorota
    Powiązania:
    https://bibliotekanauki.pl/articles/22446737.pdf
    Data publikacji:
    2023
    Wydawca:
    Wydawnictwo Uniwersytetu Śląskiego
    Tematy:
    language teacher identity
    emotions
    duoethnography
    teacher narratives
    Opis:
    Teacher identity building rather than learning teaching in terms of skills and subsystems has recently been acknowledged as a priority in future teacher preparation. Several teacher identity models have been offered, including the 3A Language Teacher Identity Framework (3ALTIF) (Werbińska, 2017a) in which teacher identity comprises affiliation (teachers’ willingness to teach), attachment (teachers’ beliefs related to their teaching) and autonomy (teachers’ agentive, reflective, and resilient powers). With hindsight, it seems that the 3ALTIF, which drew on other identity models available at the time of its conception, does not address the affective side of language teacher identity explicitly enough and therefore can hardly embrace the uniqueness of this profession. That is why we decided to explore the issue of emotions more deeply and conduct a lengthy duoethnographic narrative to consider the 3ALTIF’s ‘missing’ component for the future ‘improvement’ of the 3ALTIF. Duoethnography was chosen as a qualitative research method thanks to its novelty, its suitability for investigating identity issues and the opportunity it provides for us to explain and express ourselves. In our duoethnographic dialogues we focused on our own emotions from three perspectives: former school language teachers, language teachers as parents, and language teacher educators, all of which are the roles we have played. The findings reveal our experience of emotions that once affected us and also suggest that emotions are not only psychological constructs but have social dimensions as well.
    Źródło:
    Theory and Practice of Second Language Acquisition; 2023, 9, 2; 1-26
    2450-5455
    2451-2125
    Pojawia się w:
    Theory and Practice of Second Language Acquisition
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Language Teacher Identity Outside the State-School Context
    Autorzy:
    Hempkin, Kirsten
    Powiązania:
    https://bibliotekanauki.pl/articles/22446741.pdf
    Data publikacji:
    2023
    Wydawca:
    Wydawnictwo Uniwersytetu Śląskiego
    Tematy:
    Language teacher identity
    identity struggle
    established teachers
    state-school context
    private context
    Opis:
    The importance of understanding language teacher identity is well-established in the existent literature. It has been shown to impact upon many aspects of teachers’ lives both inside and outside the classroom, such as wellbeing (Day & Kington, 2008) and self-efficacy (Canrinus, Helms-Lorenz, Beijaard, Buitink, & Hofman, 2012). The nature of language teacher identity is broadly categorised from a socio-cultural perspective, as dynamic rather than static, as negotiated in social interaction and (potentially) a source of struggle (Barkhuizen, 2017) or friction (Beijaard, Meijer, & Verloop, 2004). As this struggle with identity comes to the fore during periods of transition, when identity is seen to be challenged, the focus of research has largely been trained on pre-service or early-service teachers (Mercer & Kostoulas, 2018). The research in this paper addresses a teaching population who have thus far escaped the research gaze, but aspects of whose identity could be problematic and possible sites of struggle. Drawing upon a narrative approach, in case-study form, I examine how two established teachers (with four years or more service) who have been trained to work in the state-school context and who, for a variety of reasons are now working outside it, construct their language teacher identities. The findings point to the importance of the teachers’ own experiences as learners in their identity formation, and how emotion accompanies and acts as a driver of identity change as they seek stability and status on an uncertain professional path.
    Źródło:
    Theory and Practice of Second Language Acquisition; 2023, 9, 2; 1-22
    2450-5455
    2451-2125
    Pojawia się w:
    Theory and Practice of Second Language Acquisition
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    A drama of selves: Investigating teacher identity development from dialogical and complexity perspectives
    Autorzy:
    Henry, Alastair
    Powiązania:
    https://bibliotekanauki.pl/articles/780435.pdf
    Data publikacji:
    2019
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    language teacher identity
    complex dynamic systems
    dialogical self
    practicum learning
    Opis:
    Identity is of increasing interest in teacher education. Crucial for resilience, the development of a coherent professional identity has been characterized as emerging from tensions between multiple and sometimes conflicting conceptions of what it means to be someone who teaches (Akkerman & Meijer, 2011). While light is being shed on these often antagonistic relations, less is known about the dynamics of identity formation and transformation. Providing a contribution to work on language teacher identity, in this single case study Hermans’ (2008) concept of the dialogical self is combined with complexity principles in an investigation of changes in the emerging professional identity of a pre-service English teacher during a practicum. Drawing on intra- and inter-personal data, experiences of learning to become a person who teaches English are conceptualized as a drama that is played out between different and sometimes unaligned selves. Analyses show how this inner drama maps onto the landscape of an emerging teacher identity, how tensions can be understood systemically, and how a teacher identity system can have a signature dynamic.
    Źródło:
    Studies in Second Language Learning and Teaching; 2019, 9, 2; 263-285
    2083-5205
    2084-1965
    Pojawia się w:
    Studies in Second Language Learning and Teaching
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Dorota Werbińska (2017). The Formation of Language Teacher Identity. A Phenomenographic-Narrative Study Słupsk: Wydawnictwo Akademii Pomorskiej, 2017, ISBN 978-83-7467-274-0, 526 pp.
    Autorzy:
    Rokita-Jaśkow, Joanna
    Powiązania:
    https://bibliotekanauki.pl/articles/1182377.pdf
    Data publikacji:
    2021-01-18
    Wydawca:
    Wydawnictwo Uniwersytetu Śląskiego
    Tematy:
    language teacher
    identity
    Źródło:
    Theory and Practice of Second Language Acquisition; 2020, 6, 2; 169-171
    2450-5455
    2451-2125
    Pojawia się w:
    Theory and Practice of Second Language Acquisition
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    LANGUAGES AND THE SELF
    Autorzy:
    Komorowska, Hanna
    Powiązania:
    https://bibliotekanauki.pl/articles/443017.pdf
    Data publikacji:
    2019-03-31
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu. Collegium Novum. Polskie Towarzystwo Neofilologiczne
    Tematy:
    the Self
    identity
    group identity
    ethnicity
    language
    linguis-tic decisions
    language learning
    teacher education
    Ja
    tożsamość
    tożsamość grupowa
    etniczność
    język
    decyzje językowe
    uczenie się języka
    kształcenie nauczycieli
    Opis:
    The article looks into the meaning of concepts of L2 Self, L2 Ideal self and L2 Motivational Self Systems from the point of view of their useful-ness for SLA/FLT research. Psychological and sociological terminology related to the Self, Identity, Storied Self, Social Identity and Ethnicity is then discussed as well as various types of the Self useful in the analysis of attitudes to first, second and foreign languages. Examples of linguistic decisions are offered that lead to language maintenance, language loss or changes of the dominant language. Linguistic behaviour is traced back to possible ways of presenting the Self as well as to different approaches to ethnicity, integration and assimilation. Conclusions and implications for classroom language learning and teacher education are also presented.
    Źródło:
    Neofilolog; 2019, 52/1; 15-28
    1429-2173
    Pojawia się w:
    Neofilolog
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Ewaluacja roli społecznej nauczycieli języka niemieckiego w kontekście zaburzenia stabilizacji zawodowej
    Evaluation of the social role of German teachers in the context of disturbance of professional stability
    Autorzy:
    Papierz-Łapsa, Ewa
    Powiązania:
    https://bibliotekanauki.pl/articles/442994.pdf
    Data publikacji:
    2019-12-30
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu. Collegium Novum. Polskie Towarzystwo Neofilologiczne
    Tematy:
    teacher identity
    a second foreign language
    the social role of
    a teacher
    professional stability
    tożsamość zawodowa nauczycieli nauczanie języka obcego
    drugiego
    rola społeczna nauczyciela stabilizacja zawodowa nauczycieli
    Opis:
    In an era of dynamically changing socio-economics and technological progress, many aspects of school education are being transformed. Teachers are required to be professional in the form of a demand for increasingly higher professional qualifications and competences, but are also required to fulfil specific social roles. These new determinants of the functioning of education create difficulties in the construction of the teacher's identity because the changes which are being introduced disturb professional stability and cause fears about the future. The challenge is to try to answer universal questions about the professional identity of the teacher, the ability to combine an exceptional sense of service, vocation and mission. This situation affects teachers of German and other foreign languages (FL). The aim of this paper is to show how teachers of German as a FL perceive the changing school and how they assess the educational process that they co-create. Through biographical interviews, analyzed within the framework of Rubacha’s social role model (2000), an attempt is made to answer the question of how the social role of German teachers is changing as a result of the educational reform initiated in 2017 and what dilemmas are being caused by the changing role of the teacher. Statements from participants of the study will be presented that illustrate the disorder of stabilization of the profession, which results in a critical attitude to the changing situation in school, a disturbed attitude to the world, culture and other people. Impairment of the professional stabilization of German teachers is viewed in the context of the concept of their social role.
    Źródło:
    Neofilolog; 2019, 53/2; 227-247
    1429-2173
    Pojawia się w:
    Neofilolog
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    REFLEKSJA NAD DZIAŁANIEM A TOŻSAMOŚĆ SPOŁECZNA NAUCZYCIELA WE WSPÓLNOCIE PRAKTYKÓW
    Reflection on practice and teacher social identity in the community of practice
    Autorzy:
    Ciepiela, Kamila
    Powiązania:
    https://bibliotekanauki.pl/articles/1036679.pdf
    Data publikacji:
    2019-09-04
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu. Collegium Novum. Polskie Towarzystwo Neofilologiczne
    Tematy:
    community of practice
    context
    language
    foreign language teaching
    knowledge
    postmodernism
    reflexivity
    social identity
    EFL teacher
    interaction
    wspólnota praktyków
    kontekst
    język
    nauczanie języka obcego
    wiedza
    postmodernizm
    refleksyjność
    tożsamość społeczna
    nauczyciel języka angielskiego
    interakcja
    Opis:
    This article aims to discuss the problem of a relationship between reflection and identification in the community of EFL teaching practitioners. The basic tenet is that reflection enables individuals to construct and supply reification to community knowledge, which, in turn, allows for their identification as legitimate members of the community. Identity is neither static nor pre-given. It is built as one moves through life and changes according to one’s environmental needs, one’s interests and interactions. To expound and exemplify these tenets, two samples of conversations in a community of language teaching practitioners are analyzed. The analysis aspires to reveal a dialectic relationship between the processes of reflection and identification.
    Źródło:
    Neofilolog; 2014, 43/1; 111-124
    1429-2173
    Pojawia się w:
    Neofilolog
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
      Wyświetlanie 1-7 z 7

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