Contributions of assessment-related critical incidents to language teacher identity development

Babaii, Esmat; Molana, Khazar; Nazari, Mostafa

doi:10.1080/17501229.2020.1824234

Cited by 16 publications

(17 citation statements)

References 42 publications

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“…Although the notion of communities of practice (CoP; Lave & Wenger, 1991) has not directly informed the design of CI-oriented studies, language-oriented educational research has examined the CIs encountered by both pre-service (e.g., Bruster & Peterson, 2013; Farrell, 2008; Griffin, 2003; Hall & Townsend, 2017) and in-service (e.g., Babaii et al, 2021; Nejadghanbar, 2021; Pourhassan & Nazari, 2021; Shapira-LishChinsky, 2011) teachers during their teacher education programs. For example, Nejadghanbar (2021) examined the impacts of individual and group reflection over pre-selected CIs on seven Iranian novice language teachers.…”

Section: Literature Reviewmentioning

confidence: 99%

Contributions of a Professional Development Course to Language Teacher Identity Development: Critical Incidents in Focus

Nazari

Costa

2021

Journal of Teacher Education

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Despite the widely recognized significance of critical incidents (CIs) in teachers’ professional learning, little research has investigated the role of CIs in language teacher identity development. This study attempts to fill this gap by exploring the contributions of a Telegram-based professional development course—framed around CI storying—to the language teacher identity development process of a group of teachers. Data were collected from 10 teachers before, during, and after the course. Data analyses indicated that, before the course, CIs negatively influenced the teachers’ agency and emotions. Participation in the course contributed, however, to the teachers’ enhanced agency and greater emotion regulation. In addition, the course afforded the teachers an opportunity to experience further professional socialization and collegial engagement. Our findings revealed that during the course, the teachers developed greater expertise in storying their CIs and discussed higher order issues relevant to the multiplicity of identity as connected to sociocultural-educational dimensions. These findings suggest that emotions and agency are two significant identity aspects that are profoundly influenced by and influence CIs. Our article closes with a discussion of the implications of embedding CIs in professional development courses to help teachers (re)construct their identities.

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Section: Literature Reviewmentioning

confidence: 99%

Contributions of a Professional Development Course to Language Teacher Identity Development: Critical Incidents in Focus

Nazari

Costa

2021

Journal of Teacher Education

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“…Consequently, teachers are discouraged from doing assessments using DA and are compelled to use one-shot assessment procedures. This argument is made concisely by Babaii et al (2020) in the following comment.…”

Section: Discussionmentioning

confidence: 84%

Iranian EFL Teachers' Beliefs about Dynamic Assessment: Does Context Make a Difference?

Momeni

Nushi²

2022

LRR

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Dynamic assessment (DA), premised on Vygotsky's Sociocultural Theory (SCT), constitutes a valuable venue for language teachers to promote the dialectical praxis and awareness of language assessment and teaching in the EFL context. In spite of the surge of interest in the importance of DA in assessing the dynamically emergent abilities, little has been written down regarding EFL teachers' attitudes toward DA. The current study attempted to fill that void by unearthing Iranian EFL teachers' beliefs about DA and also to determine if there is a statistically significant difference between university and language institute teachers' attitudes with regard to DA. To this end, forty Iranian EFL teachers in the two contexts (i.e., universities and language institutes) were selected through purposive and snowball sampling procedures. Adopting an exploratory design, the researchers collected the data through an Email interview. The results of the Chi-square tests indicated that there is no significant difference in the attitudes of university and language institute teachers toward DA, and both groups held a positive attitude toward it. In addition, the content analysis of the data resulted in the emergence of three major themes namely, teachers' classroom assessment practices, EFL teacher's attitudes toward DA, and impediments to applying DA principles in EFL classes. The findings of this study cater for implications for teachers to voice their concerns about the edifice of language testing and assessment in Iran.

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“…qualities of teachers, pedagogical problems) to external (e.g. institutional, political, societal) factors (Babaii et al, 2020). All of these variables have different peculiarities that may constrain teachers to implement the "right course" they intend to and challenge their sense of right action causing cognitive and emotional tensions in them (Shapira-Lishchinsky, 2011).…”

Section: Critical Incidentsmentioning

confidence: 99%

“…However, what was common to all these studies was that student teachers experienced critical moments in situ. Due to context-dependency of critical incidents (Babaii et al, 2020), no studies to date have investigated whether vicarious experiences of CIs can create meaningful learning experiences for them. To fill this lacuna, the present study attempts to find out whether having practicum students step into different teachers' shoes and handle teaching dilemmas that arouse in different contexts (Farrell & Baecher, 2017) can support remote practicum in a meaningful way.…”

Section: Introductionmentioning

confidence: 99%

Preparing student teachers for real classrooms through virtual vicarious experiences of critical incidents during remote practicum: A meaningful-experiential learning perspective

Korucu-Kis

2021

Educ Inf Technol

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Contributions of assessment-related critical incidents to language teacher identity development

Cited by 16 publications

References 42 publications

Contributions of a Professional Development Course to Language Teacher Identity Development: Critical Incidents in Focus

Contributions of a Professional Development Course to Language Teacher Identity Development: Critical Incidents in Focus

Iranian EFL Teachers' Beliefs about Dynamic Assessment: Does Context Make a Difference?

Preparing student teachers for real classrooms through virtual vicarious experiences of critical incidents during remote practicum: A meaningful-experiential learning perspective

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