Agentive Apprenticeship of Observation and English Teacher Identity: A Pakistani Case of Learning to Teach English

Channa, Liaquat Ali

doi:10.37213/cjal.2020.28736

Cited by 6 publications

(4 citation statements)

References 15 publications

(29 reference statements)

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“…As a result, the teacher would guide the students in the same way they were educated. This is also in line with the finding by Lortie (1975) in (Chana, 2020), she stated in teacher education this is called as the apprenticeship of observation, which means when the teachers entered the profession, they use the learning model as how they were taught in the teaching process, thus give a conservative pressure on the profession.…”

Section: Discussionsupporting

confidence: 83%

Students’ Perceptions and Attitudes toward World Englishes Paradigm

Imelwaty,

Rahmi Putri,

Sesmiyanti

2023

JEET

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The study aims to describe the pre-service English teachers’ perceptions and attitudes toward World Englishes (WE) Paradigm from Kachru's theory within the Indonesian context. Limited studies have been undertaken relating to Indonesian pre-service teachers’ perceptions and attitudes to the WE paradigm. The design of this study employed a qualitative case study focusing on the exploration of an individual pre-service English teacher’s perceptions and attitudes toward the phenomenon of the WE paradigm. Twenty participants who are pre-service English teachers participated in this study. Initially, the participants were asked to take The Verbal Guise Test to for stimulating the participants’ knowledge (cognitive) about varieties of English and introduce the WE paradigm. Afterward, the semi-structured interview was conducted with open-ended questions to explore how the students view different varieties of WE. The data were then transcribed and analyzed using thematic analysis by coding, classifying themes, and interpreting. The findings of the study indicated that academically participants still have a preference of the inner circle (IC) English to support the learning process. But for non-academic context the majority of participants had the ability to understand and recognize English variations and showed interest in using and learning more about WE.

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Section: Discussionsupporting

confidence: 83%

Students’ Perceptions and Attitudes toward World Englishes Paradigm

Imelwaty,

Rahmi Putri,

Sesmiyanti

2023

JEET

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“…Teachers' language learning experiences do play a role in shaping their character as a teacher (Borg, 2004; Channa, 2020), but not as a list of what to do and what to avoid in terms of teaching technicalities (Gray, 2020; Moodie, 2016). Some previous studies have shown that conceptions of teaching that are gained as a language learner may be “agentively and innovatively utilized” (Channa, 2020, p. 132) and “reshaped a great deal” (Huang et al., 2021, p. 193). This can be particularly significant with regard to the formation of teacher's views of their critical sociocultural role and responsibility.…”

Section: Discussionmentioning

confidence: 99%

“…The way Raha, Neda, and Mojdeh steadily carried their language learning experiences over to later stages of their journey particularly offers insights about apprenticeship of observation in relation with constructing teacher's sociocultural sensitivity. Teachers' language learning experiences do play a role in shaping their character as a teacher (Borg, 2004; Channa, 2020), but not as a list of what to do and what to avoid in terms of teaching technicalities (Gray, 2020; Moodie, 2016). Some previous studies have shown that conceptions of teaching that are gained as a language learner may be “agentively and innovatively utilized” (Channa, 2020, p. 132) and “reshaped a great deal” (Huang et al., 2021, p. 193).…”

Section: Discussionmentioning

confidence: 99%

Probing the Sociocultural Relevance of TESOL in Three Stories of Becoming an English Teacher

Mirhosseini

Bayat

2022

TESOL Quarterly

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Although critical views of language education have redefined teacher roles, teachers' understanding of their own position within the ideological contestations surrounding language teaching is not widely investigated. This narrative study explores the perspectives of three Iranian English language teachers on the sociocultural roles and responsibilities that they may assume for themselves and examines how such perspectives are shaped. In extensive multi‐session narrative interviews, the participants shared their stories of becoming a teacher, starting from their retrospection on teacher roles during their language learning. Our narrative analysis depicts their different trajectories of shaping conceptions of language teachers' sociocultural roles in three stages: as a language learner, as a student teacher, and as a beginner teacher. On this basis, their narrative accounts of becoming English teachers appear to indicate that critical sociocultural views still play a marginal role in actual teacher preparation processes and the field needs to further embrace critical approaches to language teacher education aimed at raising English language teachers' awareness of their sociocultural responsibility. Moreover, our participants' narratives illustrate that understanding the genesis of language teachers' teaching philosophies requires a wide perspective of their long‐term background of learning (to teach) the language.

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“…The word "identity" has become widely used by English communities in language learning and teaching since the beginning of the 21 st century. Channan (2020) uses qualitative research method to explore how English teachers in a primary school in Pakistan teach English under the new curriculum reform and how their teacher identity is developed. The study shows teachers prefer to use the way that they like to teach English so as to build their own identity.…”

Section: English Teachers' Professional Identitymentioning

confidence: 99%

The Connotation and Construction Paths of Novice College English Teachers’ Professional Identity Development

Zhang

2023

OJML

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With the rapid development of economic and cultural internationalization and globalization, especially under the Belt and Road Initiative, college English for non-English majors has become one of the important aspects in quality improvement of higher education and the cultivation of well-rounded international talents in colleges and universities. College English teachers are the leading executors of college English curriculum and educational system. Therefore, the teachers' qualities determine whether the curriculum and system will be successful or not. How to promote college English teachers' sense of belonging and worth, their professional identity and the quality of their teaching practice has become a vital issue we are now confronting with. Studies on the influencing factors of teachers' professional identity development can be found. Researches about the differences and similarities of different types of teachers' professional identity development can also be found. However, few researches about the connotation or construction paths about novice college English teachers' professional identity development can be found. Teachers' professional identity is about the process of teachers' learning which is achieved through continuous discussion and communication with other members in various situations created by communities in both personal life and professional life. This research analyzes the connotation of novice college English teacher's professional identity development. Learning in the form of community and reflection on the teaching practice is vital to help novice teachers improve their professional identity development. The researcher also puts forward some suggestions on the construction paths of the development, which might enhance their professional identity development in objective, individual, practice and emotion, so as to bring some enlightenment to relevant researchers. How to cite this paper: Zhang, B. H. (2023).

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Agentive Apprenticeship of Observation and English Teacher Identity: A Pakistani Case of Learning to Teach English

Cited by 6 publications

References 15 publications

Students’ Perceptions and Attitudes toward World Englishes Paradigm

Students’ Perceptions and Attitudes toward World Englishes Paradigm

Probing the Sociocultural Relevance of TESOL in Three Stories of Becoming an English Teacher

The Connotation and Construction Paths of Novice College English Teachers’ Professional Identity Development

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