Examining Teacher Identity Construction in Action Research: The Mediating Role of Experience

Derakhshan, Ali; Nazari, Mostafa

doi:10.1080/03055698.2022.2073177

Cited by 12 publications

(10 citation statements)

References 29 publications

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“…Action research has received a surge of attention among researchers regarding how it can enhance teachers' research skills, teaching effectiveness, and generally professional learning (e.g., Burns, 2019; Derakhshan & Nazari, 2022; Edwards, 2020; Nazari, 2022; Yuan & Burns, 2017). This growing body of knowledge highlights that AR enables teachers to exercise praxis by simultaneous engagement in the enactment of a plan, reflection, and systematicity of data collection, which fits well with a developmental model of teacher professional development (Burns, 2019; Edwards, 2020; Richards & Farrell, 2005).…”

Section: Literature Reviewmentioning

confidence: 99%

“…This line of thinking and research highlights that teachers' engagement in AR brings implications for their identity construction, emotions, and agencies (e.g., Burns, 2019; Derakhshan & Nazari, 2022; Edwards & Burns, 2020; Nazari, 2022; Trent, 2010). A closely related argument is that teachers are in persistent connection with the way AR is contextually understood and how situated policy, planning, and discourse come to shape their engagement in AR (Edwards, 2020; Villacañas de Castro, 2014; Villacañas de Castro & Banegas, 2020; Yuan & Burns, 2017).…”

Section: Introductionmentioning

confidence: 99%

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Emotion Labor as Professional Development Work: Insights from Teachers Doing Action Research

2023

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Over the past decades, research on language teachers' engagement in action research (AR) and more recently on their emotion labor has exponentially grown. However, little research is available on how AR and emotion labor intersect to shape language teacher professional development. This study addressed this gap by reporting on how four Iranian English language teachers used emotion labor as professional development work during participation in an AR project. Data were collected from reflective journals and classroom observations as well as the associated postclass discussions during the enactment of AR, and from interviews at two junctures in time, once during the course and once longitudinally after six and 12 months. Data analyses revealed that the teachers used AR as a mechanism for minimizing the gap between their internal feelings and external expectations, and gradually developed the identity of a teacher–researcher by using the affordances emotion labor provided. Moreover, the teachers retrospectively developed emotional learning, which facilitated their response to institutional expectations in the short term and to the professional discourses of teaching in the long term. We conclude the paper with implications for teacher education to better understand how emotions feature in AR and how emotion labor could be employed for AR‐induced professional development.

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Section: Literature Reviewmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Emotion Labor as Professional Development Work: Insights from Teachers Doing Action Research

2023

Self Cite

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“…As for the instructional contexts, identity is described by Pennington (2015) as an impression and mental picture of what “being a teacher” means. This internal model determines teachers’ performance as they seek to put to practice such a mental model of being a teacher through specific “acts of teacher identity ( Derakhshan and Nazari, 2022 ). L2 teachers take on several identities as they change their roles in social interaction.…”

Section: Review Of the Literaturementioning

confidence: 99%

Revisiting English as a foreign language teachers’ professional identity and commitment in social media-focused professional development

Ping

2022

Front. Psychol.

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These days, technology advancement has inspired a large number of educators to employ social media in the English as a foreign language (EFL) context. But, some EFL educators are yet unwilling to use such chances, because they are left untrained. Therefore, applying professional development (PD) in this field appears necessary as it is regarded as the main cause of improving educators’ education activity, and proposing new education approaches. To strengthen the academic investment in educators’ professional learning, comprehending elements affecting educators’ performance of learning from PD is vital. Lower commitment degrees were specified as an element that impedes EFL educators from employing social media in EFL education. Moreover, developing the professional identity (PI) of educators is an important issue that straightly pertains to educators’ performance, which assists educators both in comprehending their professional lives and presenting them with a framework to elucidate, expand and contemplate their professional activities. Stimulated by the interest in research on social media-focused courses, this review inspects how teachers’ commitment and identity affect EFL teachers’ implementation of social media in PD. In a nutshell, implications for stakeholders of the study are presented. Indeed, the social media as an impotent device should be incorporated in PD programs to develop both teachers’ commitment and identity. Faculty members should establish workshops, and seminars to arrange for a platform for teachers to use social media to support learning.

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“…This concept further defined as “a long term process that includes regular opportunities and experiences planned systematically to promote growth and development in the profession” [ [ 60 ], p. 12]. Teacher professional development, according to this definition, is an ongoing process in which teachers, as reflective practitioners, critically evaluate their subject knowledge, teaching skills, and instructional strategies and improve them over time [ [61] , [62] , [63] , [64] ]. For Richter, Kunter, Klusmann, Lüdtke, and Baumert [ 65 ], teacher professional development pertains to various educational experiences related to the teaching profession that are intended to improve teaching practices and outcomes.…”

Section: Introductionmentioning

confidence: 99%

A theoretical review of the role of teacher professional development in EFL students’ learning achievement

Zeng

2023

Heliyon

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Examining Teacher Identity Construction in Action Research: The Mediating Role of Experience

Cited by 12 publications

References 29 publications

Emotion Labor as Professional Development Work: Insights from Teachers Doing Action Research

Emotion Labor as Professional Development Work: Insights from Teachers Doing Action Research

Revisiting English as a foreign language teachers’ professional identity and commitment in social media-focused professional development

A theoretical review of the role of teacher professional development in EFL students’ learning achievement

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