conceptual framework to understand language teacher identities

Abstract

Language teacher identity (LTI) has recently become a prominent theme in the second language teacher education (SLTE) research because teacher identities play a major role in teachers’ learning-to-teach processes and instructional practices. Teacher identity refers to teachers’ dynamic self-conception and imagination of themselves as teachers, which shifts as they participate in varying communities, interact with other individuals, and position themselves (and are positioned by others) in social contexts. Therefore, it casts an influence upon a wide array of matters, ranging from how language teachers learn to perform their profession, how they practice theory and theorize their practice, how they educate their students, and how they interact and collaborate with their colleagues in their social setting. This paper offers a conceptual framework for LTI that explicates the interrelationships between teacher identity and these core constructs: teacher learning, teacher cognition, teachers’ participation in communities of practice, contextual factors, teacher biographies, and teacher emotions.

Teacher Identity Construction in English Language Teaching: Learnt from Indonesian Novice English Teacher

“…In Yazan framework, to attain the language teacher identity, teacher identity and teacher learning are intertwined and other relevant factors play paramount roles [15]. The factors are teacher cognition, teachers' participation in communities of practice, contextual factors, contextual factors, teacher biographies and teacher emotions.…”

“…However, the micro and macro context are two other elements which can influence the identity. Moreover, Yazan states that it is basic to fundamentally look at the sociocultural settings in which L2 Teacher's Cognition figuring out how to show processes occur if we have any desire to all the more likely archive and comprehend how TCs foster professional knowledge and develop as educators [15]. For educator life stories, Knowles characterizes biography in teacher education settings as "those developmental [prior] experiences of preservice and starting educators which have impacted" their conceptions about educating and learning and, later, their teaching practice in the classroom [17].…”

“…Moreover, in the early year of teaching the teacher face the students and communicate with them frequently, the teacher' identity will appear. The teacher knowledge and cognition is inseparable from cognition [15].…”

“…This involvement is an effort to be recognized by other members. Their participation shapes their enrollment and socially arranged personality development since they desultorily arrange, edge, trial, and specialty their ways of life as they take part in the expert exercises and collaborate with the other local area individuals [15]. Additionally, it reinforces their self-identification as emerging L2 teachers who are seeking others 'recognition and endorsement in the community [18].…”

Corazonando a formação de professores de línguas: cinema como esforço de decolonização do currículo

“…Autoetnógrafos olham para trás e para a frente; primeiro, por uma lente grande angular etnográfica, focando de fora para dentro em aspectos sociais e culturais da experiência pessoal; depois, eles olham de dentro para fora, expondo um self vulnerável que é movido por e pode transpassar, refratar e resistir a interpretações culturais (ELLIS; BOCHNER, 2000, p. 739). 7 Na proposta de uma pedagogia orientada pela identidade, Yazan (2018a;2018b;2019a;2019b) tem defendido a integração das narrativas autoetnográficas críticas (NAC) 8 como instrumentos de reflexão e avaliação aos programas de formação de professores. As NACs ampliam as autobiografias como instrumentos de aprendizagem docente ao permitirem que os licenciandos (re) constituam suas identidades à medida que documentam suas jornadas na trajetória acadêmico-profissional, conectando as experiências passadas e presentes com a formação de professores.…”