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    Tytuł:
    “When a foreign language learner becomes a foreign language teacher…” – A cross-cultural study into the affective domain of teaching
    Autorzy:
    Kiliańska-Przybyło, Grażyna
    Bedir, Hasan
    Can, Cem
    Powiązania:
    https://bibliotekanauki.pl/articles/919872.pdf
    Data publikacji:
    2012-12-12
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    narrative inquiry
    narratives
    foreign language teacher development
    novice teachers’ emotions
    Opis:
    The aim of this paper is to characterize early experiences of future teachers of English in Polish and Turkish contexts; describe their emotions and attitudes as well as analyze their evaluations of the past situations. When a foreign language learner becomes a foreign language teacher…, firstly s/he has to transform from a FL student to a FL teacher, develop the ability to talk about one’s early experiences and relate them to future growth. In this sense, narrative inquiry largely helps in contextualizing and transforming one’s experience. The data collected for the study involve narratives produced by Turkish and Polish teacher trainees.
    Źródło:
    Glottodidactica. An International Journal of Applied Linguistics; 2012, 39, 2; 61-74
    0072-4769
    Pojawia się w:
    Glottodidactica. An International Journal of Applied Linguistics
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    A narrative inquiry into Iranian EFL teacher educators’ voice about challenges of call teacher education
    Autorzy:
    Meihami, Hussein
    Powiązania:
    https://bibliotekanauki.pl/articles/2085221.pdf
    Data publikacji:
    2021
    Wydawca:
    Uniwersytet Marii Curie-Skłodowskiej w Lublinie. IATEFL Poland Computer Special Interest Group
    Tematy:
    CALL teacher education
    EFL teacher educators
    biographical narratives
    Opis:
    The rapid integration of technology in EFL learning and teaching requires competent EFL teachers to use Computer-Assisted Language Learning (CALL) in their classes. Hence, the role of CALL teacher education in preparing competent EFL teachers is significant. However, conducting CALL teacher education is not without challenges. Given the importance of examining these challenges, the purpose of the current study was to investigate Iranian EFL teacher educators’ voice about the challenges of conducting CALL teacher education programs. To that end, eight Iranian EFL teacher educators’ biographical narratives were analyzed to obtain challenges concerning CALL teacher education. The thematic analysis of the narratives, based on the principles of ethnography semantics, indicated that challenges such as inertia, ignorance of training CALL educators, insufficient time to address CALL compared to other topics, insufficient infrastructure, insufficient standards, and lack of established methodology to administrate CALL teacher education were among the main obstacles of conducting CALL teacher education in the Iranian context. Moreover, the findings revealed that lack of EFL teachers’ motivation to participate in such programs, insufficient CALL infrastructure in schools and institutes, and EFL teachers’ inertia were other challenges in CALL teacher education. The findings suggest that the stability of CALL can be reached by removing the challenges of CALL teacher education if policy-makers address issues such as the required budgets, CALL infrastructures, and teacher motivation in CALL teacher education.
    Źródło:
    Teaching English with Technology; 2021, 21, 2; 92-111
    1642-1027
    Pojawia się w:
    Teaching English with Technology
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    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:
    WYKORZYSTANIE NARRACJI BIOGRAFICZNYCH W REFLEKSJI NAD KSZTAŁCENIEM NAUCZYCIELI JĘZYKÓW OBCYCH
    The use of narrative biographies in reflection on the education of foreign language teachers
    Autorzy:
    Wąsikiewicz-Firlej, Emilia
    Lankiewicz, Hadrian
    Powiązania:
    https://bibliotekanauki.pl/articles/1036629.pdf
    Data publikacji:
    2019-03-22
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu. Collegium Novum. Polskie Towarzystwo Neofilologiczne
    Tematy:
    narrative research
    biographical narratives
    reflexivity
    FL teacher careers
    FL teacher education
    badania narracyjne
    narracje biograficzne
    refleksyjność
    kariera nauczycieli języków obcych
    kształcenie nauczycieli języków obcych
    Opis:
    This paper attempts to contribute to the discussion on the use of biographical narratives in investigating FL teacher careers and bring to light their potential in teacher education, especially in the process of developing teacher identity and reflexivity. Biographical narratives provide indepth insights into individual professional careers which are viewed holistically, in the context the narrator’s life. Focused on the subjective dimensions of professional careers, narratives involve identification and interpretation of key events and persons in particular life stories, which stimulate the narrator’s reflexivity and enable them to find connections between episodes and make them meaningful.
    Źródło:
    Neofilolog; 2015, 44/2; 237-249
    1429-2173
    Pojawia się w:
    Neofilolog
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Defusing Master Narratives: Decolonial, Insurgent, Gentle Moves in a Con-Text of Teacher Education and Educational Research
    Autorzy:
    Yedaide, Maria Marta
    Vázquez, Luis Gabriel Porta
    Powiązania:
    https://bibliotekanauki.pl/articles/1062881.pdf
    Data publikacji:
    2020
    Wydawca:
    Akademia Pedagogiki Specjalnej. Language and Society Research Committee
    Tematy:
    master narratives
    critical
    decolonial and queer pedagogies
    teacher education
    educational
    research
    Opis:
    This article intends to share a very particular perspective on teacher education and educational research while asserting the inevitability, inescapability, of such local epistemological bias[1]. It discusses the hermeneutic, narrative, decolonial and performative turns and their interplay with the geocultural and political conditions in a con-text[2] which is acknowledged as highly productive (and strongly conditioning) of social meaning. On the basis of teaching and research experience, some insurgent, gentle moves have been designed as ethico-onto-epistemological gestures to experiment on concrete possibilities of fluidity and instability for master narratives. Far from naïvely believing in the “fall”, “end” or “breaking down” of these narratives, defusing them involves instead a positioning on language, narrative and discourse capable of devising provisional and changing patterns of contingent intelligibility which allow for greater exercise of civic sovereignty. Critical, decolonial and queer pedagogies actually constitute the core beliefs which—subjected to the constraints of contingency—are asked to perform this double role of both structuring and shattering grand narratives. [1] It must be noted that this positioning has implied an explicit rejection of the use of passive voice and the (impersonalized) third person in writing this article. The choice of the pronoun “we” constitutes in itself a political gesture –an exercise of rhetoric prerogative, in the terms Segato (2019), Walsh (2011), and Yedaide (2017) propose—. In addition, we affiliate to the thesis which claims that separating the personal and the political constitutes a modern technology: a culture of the non-culture (Haraway, 1997), that is to say, a maneuver that conceals the necessary political bias present in all social products, even and especially when these are self-presented as merely technical. As to our use of English in writing—though apparently contradictory with the epistemic authority we defend—it must be read simply as a gesture manifesting willingness to engage in productive dialogue with peoples who do not speak Spanish. [2] The choice of splitting the word “context” as “con-text” aims at raising awareness regarding the decisive influence that any setting exercises in meaning-making (a site should not be taken as merely ornamental or as landscape/ background but rather as an agent, productive in the construction of meaning, we argue.
    Źródło:
    Language, Discourse & Society; 2020, 8, 1; 44-56
    2239-4192
    Pojawia się w:
    Language, Discourse & Society
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
      Wyświetlanie 1-5 z 5

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