Exploring the Role of Religious Ideology in English Language Teachers’ Identity Construction: A Community of Practice Perspective

Karimpour, Sedigheh; Jafari, Roya; Nazari, Mostafa

doi:10.1007/s40299-022-00710-0

Cited by 1 publication

(2 citation statements)

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“…Similar observations have been made in Gao (2008) and how emotional vulnerability can restrict teachers' potential to show their abilities. Our findings, however, add to this discussion by showing how emotional vulnerability negatively shapes teachers' agency in aligning themselves with the CoP context, a finding that has also been partly reported by Karimpour et al (2022) regarding the effects of ideological forces in limiting teachers' alignment. In response, our student teachers attempted to catalyze their emotional vulnerability by seeking help from different institutional participants.…”

Section: Discussionsupporting

confidence: 77%

“…Recently, research has adopted a CoP lens in exploring language teachers' identity and emotional dynamics (e.g., Karimpour et al, 2022;Nazari & Karimpour, 2023a;Kanno & Stuart, 2011;Tsui, 2007). For example, Kanno and Stuart (2011) described how two novice English as a second language (ESL) teachers developed their professional identities.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

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Emotional vulnerability and coping strategies among Turkish student teachers: A community of practice perspective

Yüce,

Nazari,

Karimpour

2023

Int J App Linguistics

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Despite the growth of research on teachers’ emotional vulnerability in recent years, little research has explored this issue among student teachers. Drawing on the lens of the community of practice (CoP), in this study, we report on the emotional vulnerability and coping strategies of Turkish student teachers during a teacher education course. Data were collected before, during, and after the course using semi‐structured interviews, reflective journals, and narrative frames. Data analysis revealed that across the engagement, imagination, and alignment dimensions of the CoP, the student teachers experienced emotional vulnerability that not only influenced their present membership but also negatively shaped their future perceptions. Additionally, the student teachers adopted various personal and interpersonal coping strategies to regulate their negative emotions, which reduced the negative effects of emotional vulnerability on their CoP membership. We conclude the study with implications for teacher educators in how to use the findings to deal with student teachers’ emotional vulnerability, especially through drawing on their coping strategies.

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Section: Discussionsupporting

confidence: 77%