Conceptualisation of English teachers’ professional identity and comprehension of its dynamics

Han, Insuk

doi:10.1080/13540602.2016.1206525

Cited by 29 publications

(33 citation statements)

References 35 publications

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“…The shift from traditional to sociocultural perspective "place[s] identity and discourse at the heart of language teaching and learning" (Miller 2009, p. 172). Despite scholars' attempt to define the concept of identity, there is no clear agreement provided to define language teacher identity (Han 2016). Identity is defined as "a construct, mental image, or model of what being a teacher means, that guides teachers' practices as they aim to enact being a teacher through specific arts of teacher identity" (Pennington 2015, p. 16).…”

Section: Literature Review Language Teacher Identitymentioning

confidence: 99%

Metaphors as Proxies for Identity: A Case Study of a Teaching English to Young Learners (TEYL) Teacher

Ahmad¹,

Samad²

2018

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Metaphor and metaphorical expressions are phenomena of interest in teacher education research and research on teacher identity. However, little attention has been given to teaching of English to young learners (TEYL) teachers' metaphorical expressions, and what these expressions might tell us about their identities and experiences. This study explores the metaphorical expression constructed by an experienced teacher to describe what it means to be a TEYL teacher in the ESL context. Data were gathered from semi-structured interviews, stimulated recall interviews, and a metaphor elicitation prompt: 'Who do you see yourself as a teacher?' The results revealed that while the metaphorical expression of 'mother' stands out as a concept that associates teaching with being nurturing, the teacher's enactment of other roles; projected as 'knowledge provider', 'law enforcer', and 'facilitator', is more strongly oriented to the behaviourist idea of teaching. These findings shed light on the role of identity in expanding the in-service teachers' perspective of teachers and teaching using selfconstructed metaphors. A major recommendation of this study is that teacher educators need to promote reflective practice in TESL teacher training to critically explore the concept of knowledge about self.

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Section: Literature Review Language Teacher Identitymentioning

confidence: 99%

Metaphors as Proxies for Identity: A Case Study of a Teaching English to Young Learners (TEYL) Teacher

Ahmad¹,

Samad²

2018

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“…According to Han (2017), understanding teachers' professional identity is critical since it may help policymakers or curriculum designers understand its success or failure in relation to the teachers. In understanding their identity development, teachers' cultural identity cannot be separated since it influences their behaviours and shapes them (Edwards & Edwards, 2017).…”

Section: Introductionmentioning

confidence: 99%

Teachers’ professional identity construction on Facebook using the teacher-student interaction perspective

Santoso¹,

Nombrado²,

Guzman³

et al. 2021

Indonesian Journal of Communications Studies

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Teachers’ professional identity is created in the dynamic process of interpersonal interaction. This research aims to investigate how teachers negotiate their interpersonal role identities across physical and digital student-teacher interactions. By employing a descriptive qualitative design, this research used the ethnographic method. An interview guide was designed to seek an in-depth understanding of this phenomenon by gaining insights from ten high school teachers from Metro Manila. After collecting the data, an inductive approach is used to analyse the data. The research reveals that the teachers’ interpersonal identity standards and their appraisal of their interaction with their students on Facebook and their network logic align and are congruent with one another. The teachers’ interaction with their students online and offline is always guided by their perceived roles and responsibilities and their limitations and boundaries as teachers.

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“…It is viewed as "an important analytic tool for understanding schools and society" in the fast changing and highly dependent global world (Gee, 2000, p. 99), and utilized as a frame or analytical lens through which aspects of teaching can be explored (Beauchamp & Thomas, 2009). Because identity is not an external object visible to the naked eye but rather a sense of being (Han, 2016), it is difficult to conceptualize this concept and there is no unified single definition of identity that is accepted by the researchers. Nevertheless, most of the researchers see identity as a changing process.…”

Section: Teacher Identity and Teacher Educationmentioning

confidence: 99%

“…According to them, although reforms in schools are different in different countries in aspects of their content, direction and pace, one of the common characteristics of them is that the schools do not always pay enough attention to the teachers' work, lives and identities which play an important role in the teachers' motivation, efficacy, commitment, job satisfaction and effectiveness. To figure out whether an educational policy or curriculum reform will end up with success or failure, however, exploration of the teachers' identity and situation is necessary since it is teachers who are active participants along the process of reform (Han, 2016).…”

Section: Teacher Identity and Teacher Educationmentioning

confidence: 99%

The EFL Teachers’ Perceptions of Teacher Identity: A Survey of Zhuangang and Non-zhuangang Primary School Teachers in China

Xiong¹,

Xiong²

2017

ELT

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Zhuangang (literally means "transferring post") English teachers, usually in the primary schools of rural areas in China, refer to the English teachers who used to teach school subjects other than English. Some of them may at the same time still teach other subjects in addition to English. They are a part of the solutions to the shortage of English teachers due to the policy of popularizing English learning in primary schools in China in 2001. Although they account for a large percentage of primary English teachers especially in rural areas in China, relatively little research has been conducted to investigate the status of their professional development and identity. This study is aimed at finding out whether there is a significant difference between zhuangang and non-zhuangang English teachers in their perceptions of teacher identity and if it is the case, what may be the contributing reasons. A questionnaire was allocated and a significant difference (p=0.005) was observed between zhuangang and non-zhuangang English teachers in their perceptions of teacher identity. Implications for enhancing their teacher identity and professional development are also discussed.

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Conceptualisation of English teachers’ professional identity and comprehension of its dynamics

Cited by 29 publications

References 35 publications

Metaphors as Proxies for Identity: A Case Study of a Teaching English to Young Learners (TEYL) Teacher

Metaphors as Proxies for Identity: A Case Study of a Teaching English to Young Learners (TEYL) Teacher

Teachers’ professional identity construction on Facebook using the teacher-student interaction perspective

The EFL Teachers’ Perceptions of Teacher Identity: A Survey of Zhuangang and Non-zhuangang Primary School Teachers in China

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