EFL Teacher Identity: Impact of Macro and Micro Contextual Factors in Education Reform Frame in Chile

Salinas, Dánisa

doi:10.5430/wje.v7n6p1

Cited by 16 publications

(16 citation statements)

References 18 publications

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“…This research consolidates the further need for timely teacher training/refreshers based primarily on the teachers' genuine needs to bring about transformations in foreign language teaching and as part of their professional development as the other findings in this area suggest (e. g. Wallace, 2010;Salinas, 2017;Alzu'bi, 2017;Crutis & Szestay, 2005).…”

Section: Resultssupporting

confidence: 69%

Transforming Foreign Language Grammar Classes through Teacher Training: An Experience from Nepal

Poudel¹

2018

WJE

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reflection of the teacher training output in the real classroom situation. English teachers commonly blame on theunfavourable environment as the main obstacle to the successful classroom application of their knowledge and skillsneeded for teaching English as a foreign language (EFL) gained from professional development programmes. Thepre-training observations of a secondary level EFL teacher's four classes made the basis of a case study for thisresearch. Stemming from the case study, three techniques were used as a process of action research: i) theneed-based refresher training (along with other participants) as an intervention ii) the post-training class observations(in a demonstration class), and iii) informal post-class talks. Thus, this study was an attempt to examine throughaction research germinating from a case study, whether (and to what degree), the output of the Teachers' ProfessionalDevelopment refresher training (TPD refresher) would be transferred to the actual classroom situation. Thepre-training and post-training observations were compared and contrasted to reach the conclusion. The resultssuggest that the output would be reflected to a large degree in the classroom provided that the training is need-based.Thus, it was concluded that if (foreign) (Note 1) language teachers are properly equipped with professionalknowledge and skills through need-based training, (foreign) language classes are very likely to be transformed asdesired.

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Section: Resultssupporting

confidence: 69%

Transforming Foreign Language Grammar Classes through Teacher Training: An Experience from Nepal

Poudel¹

2018

WJE

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“…By contrast, other OBOR economies such as Chile, the Czech Republic, and the Dominican Republic had not deeply considered inquiry-based teaching for their science teaching due to a variety of reasons, despite already having conducted educational reform. In Chile, the two education reforms in 1990 and 2006 changed the national curriculum, aligning it more with the mainstream curriculum of other developed countries (Salinas, 2017). For instance, the Chilean national science curriculum for elementary schools formulated three objectives of science: These were content, skills, and attitudes, where science inquiry was considered as one of the skills of practicing science.…”

Section: Inquiry-based Teaching In Obor Economiesmentioning

confidence: 99%

Factors Predicting Inquiry-Based Teaching in Science Across One Belt One Road Countries and Regions: A Multilevel Analysis

et al. 2020

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The present study aimed to investigate factors predicting inquiry-based teaching in science across One Belt One Road countries and regions (OBOR economies). Teacher-level ( N = 8,603) and school-level ( N = 1,385) data were drawn from the Program for International Student Assessment (PISA) 2015. Hierarchical linear modeling was adopted for data analysis. The results showed at the teacher level that teacher collaboration was positively correlated with inquiry-based teaching in OBOR economies, and that teacher beliefs were positively associated with inquiry-based teaching in each sample. At the school level, no consistent result was found among OBOR economies. School location was positively related to inquiry-based teaching in the Dominican Republic, Macao, and the United Arab Emirates. By contrast, science-specific resources showed a negative association with inquiry-based teaching in Taiwan, the Czech Republic, and Macao. Other specific findings were presented and the implications of all findings were discussed.

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“…Salinas (2017) investigated the impact of a range of macro and micro contextual factors on the construction of teacher identity in a group of Chilean English teachers. The results of this study suggested that teachers value the affective relationship with different school members; specifically, the student-teacher bond and work climate.…”

Section: Literature Reviewmentioning

confidence: 99%

“…The specific demands facing teachers in this study were related to the implementation of the national curriculum, multiple administrative tasks, the accomplishment of the standardized national evaluation in English (Sistema de Medición de Calidad de la Educación [SIMCE]), teacher assessment, and Ministry of Education supervision. In addition, Salinas (2017) argued that macro contextual factors had a negative impact on teachers’ identity and agency, particularly on teachers working in the public-school system. These teachers claimed the need for in-service training to cope with the changes and demands derived from the educational reform, especially in the teaching of English as a foreign language.…”

Section: Literature Reviewmentioning

confidence: 99%

Neither Fish nor Fowl: the Contested Identity of Teachers of English in an EFL Context

Barahona

Ibaceta-Quijanes

2019

RELC Journal

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The literature on language teacher identity describes teacher identity as dynamic, shaped through professional and personal experiences and mediated by peer interaction, the effects of pedagogical strategies and professional discourses (Barkhuizen, 2017). This article reports on key findings from a study that investigated the perceptions of Chilean teachers of English about their work and their identity as language teachers. Data were collected through an online questionnaire with 716 respondents from teachers of English across Chile. The questionnaire included specific questions on teachers’ motivation, the nature of effective teaching practices, types of professional development and factors that contribute to their professional learning. The analysis of two critical open-ended questions related to levels of teacher satisfaction and valorization revealed that although teachers feel generally satisfied with their jobs, at the same time they feel essentially undervalued and somewhat illegitimate. Factors such as standards frameworks which compel teachers to validate their knowledge of the language, constraints in relation to working conditions and modest salary levels directly contributed to the perceptions of satisfaction and valorization. A significant implication of this study is the need for a more complex understanding of the motivations that drive the development of English language teacher identity.

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EFL Teacher Identity: Impact of Macro and Micro Contextual Factors in Education Reform Frame in Chile

Cited by 16 publications

References 18 publications

Transforming Foreign Language Grammar Classes through Teacher Training: An Experience from Nepal

Transforming Foreign Language Grammar Classes through Teacher Training: An Experience from Nepal

Factors Predicting Inquiry-Based Teaching in Science Across One Belt One Road Countries and Regions: A Multilevel Analysis

Neither Fish nor Fowl: the Contested Identity of Teachers of English in an EFL Context

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