Teacher Education And The Development Of Professional Identity: Learning To Be A Teacher1

Sachs, Judyth

doi:10.4324/9780203012529-3

Cited by 258 publications

(94 citation statements)

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“…Studies of identity in the region have identified the difficulties that individuals have in meeting socially held expectations for their role. Tao and Gao (2018) explore ESP teacher professional identity drawing on Sachs's (2005) conceptualization of teacher identify as teachers' ideas on how to be, behave and view their work and position in society. Tao and Gao (2018) describe the educational and social factors that have led to the recent rise in expectations in China that English teachers teach ESP rather than traditional language and linguistic courses, and the situation of the English language teachers in the university in which the study was conducted.…”

Section: Identitymentioning

confidence: 99%

Current trends in ESP research in the Asia Pacific region

Baştürkmen

2022

World Englishes

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ESP is the field of second or foreign English language teaching that seeks to prepare learners to use English in a particular domain, such as a workplace or profession, or in study or academic settings. The present review identifies topical themes in current ESP research in the Asia Pacific region using evidence from articles reporting empirical research that were published in the flagship journal in this field, English for Specific Purposes, between 2018-2020. Studies from the region were identified based on the information that the authors had provided about their institutional affiliations.For the purposes of the present review, a subset of around half the studies was collated. This subset included articles from institutions in

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Section: Identitymentioning

confidence: 99%

Current trends in ESP research in the Asia Pacific region

Baştürkmen

2022

World Englishes

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“…Teacher identity refers to teachers’ understanding of themselves and their relationships with others in their situated communities. However, “teacher identity is not something that is fixed nor is it imposed; rather it is negotiated through experience and the sense that is made of that experience” ( Sachs, 2005 , p. 15). In effect, teacher identity is dynamic and multifaceted and can be subject to various factors such as context, experience, beliefs, and personal attributes ( Richardson and Watt, 2018 ; Richards, 2021 ).…”

Section: Literature Reviewmentioning

confidence: 99%

Novice Chinese as a foreign language teachers’ identity construction in primary schools in New Zealand from positioning and affordance perspectives

Sun

Wang

et al. 2022

Front. Psychol.

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While there has been an increase in research on Chinese as a foreign language (CFL) teachers’ identity worldwide, limited attention has been drawn to CFL teachers’ positioning and affordances to interpret their identity construction in an overseas context. To fill the gap, this study investigated seven novice CFL teachers’ identity construction as Chinese language teachers in primary schools in New Zealand from positioning and affordance perspectives. Retrospective semi-structured interviews were adopted to understand how the novice CFL teachers were positioned, how they positioned themselves, and what affordances they perceived to be influential to their Chinese language identity construction. The findings showed that the novice CFL teachers’ identity construction was subject to the social, institutional, and individual levels of being positioned, self-positioning, and affordances. Specifically, (1) consistent self-positioning at the social, institutional, and individual levels could largely determine the novice CFL teachers’ identity construction; (2) inconsistency of identities between being positioned and self-positioning at the social, institutional, and individual levels might weaken the novice CFL teachers’ identity construction; (3) affordances as opportunities at the social, institutional, and individual levels could strengthen the novice CFL teachers’ identity construction, whereas affordances as challenges could not. The study concluded with implications and limitations to inform future research.

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“…For teachers, their identities are shaped to help the students understand and practice the values, beliefs, and cultures. To put it another way, the teacher identity becomes the classroom resource (Simon, 1995) that influences the ways students think, act, and become (Sachs, 2005). This can be seen in Bernard's narrative in table 7 in which Bernard, 'the good listener', could gradually shape his student's mind to…”

Section: Table 3 Bernard's Narratives In Teaching Practicementioning

confidence: 99%

“…The importance of teacher identity for the teachers is to be a guideline to construct their ideas of how 'to be', how 'to act', and how 'to understand' their work and their place in the society (Sachs, 2005). To this importance for students, it is believed that it is to be the image of the society that the students will get involved in and the contributions they can make to that society (Cummins, 2001).…”

Section: Introductionmentioning

confidence: 99%

Teaching Education Program and Teaching Experience of Two EFL Teachers: A narrative Inquiry of English Teachers’ Identity

Nainggolan

2021

PAEDAGOGIA, Jurnal Penelitian Pendidikan

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<p>Previous personal beliefs about teaching, impressions with good teachers, and memories of good teachers might have contributed to motivating students to enroll in the teacher education program. The shape of teacher identity is influenced by students before teaching education programs. However, a question arises on how the teachers’ identity is formed during the teaching education program and how its shift remains to change in the context of teaching at school. My narratives and Puji's were used as the data to answer the research question. This study used the narrative inquiry, which used my narratives and my colleague’s being the primary sources of data. The theories selected, used as the framework, were the ‘Situated Learning’ and the ‘image-text teacher identity. Coding was done to narratives and fundamental concepts were generated. The fundamental concepts of the analyzed data are (1) teacher education program vs teaching experiences, (2) the importance of senior guidance in the learning community, (3) teacher relations as a weapon, (4) affects of a new identity. The findings also show what makes the teacher identity formation different both in the teacher education program and in teaching experience. My study also provides the recommendation for the next research and implications for teacher identity formation.</p><p> </p>

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Teacher Education And The Development Of Professional Identity: Learning To Be A Teacher1

Cited by 258 publications

References 0 publications

Current trends in ESP research in the Asia Pacific region

Current trends in ESP research in the Asia Pacific region

Novice Chinese as a foreign language teachers’ identity construction in primary schools in New Zealand from positioning and affordance perspectives

Teaching Education Program and Teaching Experience of Two EFL Teachers: A narrative Inquiry of English Teachers’ Identity

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