An identity‐oriented lens to TESOL teachers’ lives: Introducing the special issue

Lindahl, Kristen; Yazan, Bedrettin

doi:10.1002/tesj.506

Cited by 20 publications

(15 citation statements)

References 18 publications

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“…Moreover, PSTs' persistent efforts to increasingly use English in class, and the consistently encouraging feedback they received from their mentor as a consequence, positively influenced their confidence and made them feel closer to an ideal CLIL identity. Participants' feeling they were becoming more "authentic" CLIL teachers implies their own associations with the role of language teachers and the adoption of legitimised CLIL teacher behaviour (e.g., Lindahl & Yazan, 2019;Martel, 2017).…”

Section: Discussionmentioning

confidence: 99%

“…In teacher education, language teacher identity has been used as a pedagogical intervention, innovation, or tool (Lindahl & Yazan, 2019) and instructional practices (Reeves, 2018). Emotions are connected to teacher identity, influencing teacher behavior and well-being (Chen, 2016).…”

Section: Universidad De La Sabana Department Of Foreign Languages And...mentioning

confidence: 99%

“…This set of meanings is developed over time through teaching experiences of varied types, which may foster the development of subject matter and pedagogical content knowledge, goal-oriented teaching opportunities to address instructional techniques, practices and expectations, and systematic self-and collaborative-inquiry practices (Golombek, 2017). Moreover, language teachers' identity is negotiated, legitimised, and enacted within the multiple social contexts framing teachers' learning, practice, and expression of social and professional selves (Lindahl & Yazan, 2019;Reeves, 2018). Thus, language teacher identity is a dynamic, biographical, and relational construct in constant flux.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

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A Case Study of Three Finnish Pre-Service Teachers’ Emotions and Understanding of CLIL During an Online Practicum

Pappa

2021

laclil

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The novel exigencies of the 2020 COVID-19 pandemic caused a shift towards online learning environments and teleconference platforms, which have also affected teaching practicums. The impact of this approach on teacher preparation is yet unknown and may render pre-service teachers (PSTs) more vulnerable to the challenges of early professional learning through practice, especially when implementing a methodology they have been insufficiently introduced to. Following three students of primary teacher education who opted for a practicum in a CLIL class at a Finnish teacher training school, this case study examines how the online practicum affected these PSTs’ emotions and understanding of CLIL. The case study is based on the analytical categories of teacher identity and emotion and draws on essay, diary, and interview data. The thematic analysis of the data suggests that the online practicum met participants’ expectations for building confidence and was perceived as an overall instructive experience, which was improved by the quality of mentorship and peer support they received. However, feelings of frustration or dissatisfaction accompanied moments of conflict with incoming expectations, principally related to using English in CLIL. The analysis further suggests that the online practicum strengthened participants’ earlier conception of CLIL as a language-oriented teaching tool. Regardless of whether online CLIL practicums remain a future option, acquiring disciplinary and language knowledge alike are important aspects in teacher preparation for CLIL, which could be an optional part of teacher education programs for PSTs who are aware of or sensitive to language as a tool for learning.

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Section: Discussionmentioning

confidence: 99%

Section: Universidad De La Sabana Department Of Foreign Languages And...mentioning

confidence: 99%

Section: Theoretical Frameworkmentioning

confidence: 99%

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A Case Study of Three Finnish Pre-Service Teachers’ Emotions and Understanding of CLIL During an Online Practicum

Pappa

2021

laclil

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“…Globalized ELT studies investigating EFL teachers' identity construction have proliferated in these recent decades. As evidenced by studies of experienced and novice EFL teachers in constructing their identities amid socio-cultural, political, and ever-changing educational dynamics conducted by Lindahl and Yazan (2019) as well as Song (2016) discovering that the majority of experienced and Investigating Indonesian Novice EFL Teachers' Perceptions On Their Identity Construction (Kristian F. Wijaya) novice EFL teachers struggling more extensively in corroborating their identities in the complexities of teacher training and educational programs, ongoing professional development training, knowledge of subject-specific fields, and pedagogical competencies. Concerning these above-mentioned complexities, it is of critical importance to define here that EFL teachers' identity construction refers to the mutual interplays among personal, professional, external complexities experienced by teachers throughout their teaching careers, strongly influenced by significant others working in similar educational surroundings comprising of senior teachers, school principals, working colleagues, learners, parents, and school administrators.…”

Section: Efl Teachers' Identity Constructionmentioning

confidence: 99%

Investigating Indonesian Novice EFL Teachers’ Perceptions On Their Identity Construction

Wijaya

2022

Scholaria

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Previous studies indicated that the majority of second language teachers were in serious hurdles in reconstructing their identities formation. The major hurdles that matter most in this debilitating inhibition are the lack of extensive emotional supports, minimum exposure of teaching ownership, and contradicting educational paradigms. This qualitative study aimed to further investigate Indonesian novice EFL teachers’ perceptions of their identity construction. To gather reliable data, the critical incident technique manifested in the form of seven critical self-reflection inquiries were being asked to 3 invited novice EFL teachers possessing a vast range of teaching experiences resided in various Indonesian educational institutions. Three major themes were drawn from the interviewees’ excerpts namely the importance of inducing more proactive teaching-learning engagement, establishing mutual rapports with learners as well as working colleagues, and rejuvenating the ongoing professional identity construction aligned with external institutional demands.

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“…In recent years, language teacher identity (LTI) scholars have given increased attention to interdisciplinarity and intersecting facets of identity, including in recent special issues of TESOL Journal (Lindahl & Yazan, 2019) and The Modern Language Journal (DeCosta & Norton, 2017), and a recent edited volume (Yazan & Lindahl, 2020). Yet, social class continues to be underexamined (Block, 2014), particularly as a dimension of LTI (Block & Corona, 2014).…”

Section: Introductionmentioning

confidence: 99%

White working‐class teacher candidate identity negotiations: TESOL resistance in a postindustrial space

Pettitt

2020

TESOL Journal

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An identity‐oriented lens to TESOL teachers’ lives: Introducing the special issue

Cited by 20 publications

References 18 publications

A Case Study of Three Finnish Pre-Service Teachers’ Emotions and Understanding of CLIL During an Online Practicum

A Case Study of Three Finnish Pre-Service Teachers’ Emotions and Understanding of CLIL During an Online Practicum

Investigating Indonesian Novice EFL Teachers’ Perceptions On Their Identity Construction

White working‐class teacher candidate identity negotiations: TESOL resistance in a postindustrial space

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