The professional identity of Iranian young-learner teachers of English: A narrative inquiry

Tavakol, Mahbube; Tavakoli, Mansoor

doi:10.1016/j.linged.2022.101101

Cited by 6 publications

(7 citation statements)

References 45 publications

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“…Therefore, their English mastery served as a significant capital to position themselves as English teachers in front of their students (cf. Kayi-Aydar, 2019;Tavakol & Tavakoli, 2022). In this sense, the student teachers employed this language-related teacher identity to initially project the image of their professional selves as EFL teachers in the teaching practicum (Nunan, 2017;Pennington, 2015;Pennington & Richards, 2016;Richards, 2017Richards, , 2022Richards, , 2023Yazan & Peercy, 2018).…”

Section: Discussionmentioning

confidence: 99%

“…As the negotiation of SLTI in socialization is dynamic, contextual, and discursive, understanding how teachers position themselves and are viewed by others within their professional community is crucial (Sang, 2023a;Tavakol & Tavakoli, 2022). In this regard, their professional identities are shaped by the positions and views addressed to them in the professional community.…”

Section: Slti Configuration Through Socialization In the Teaching Com...mentioning

confidence: 99%

“…Teachers' encounters with other teachers across time and space in the teaching community dynamically influence their negotiated identities since the contextualized interaction encourages teachers to re-negotiate their identities. Furthermore, their positioning in such interaction is essential to understanding SLTI tensions and professional development as it can also capture the issue of unequal power in the professional community (Kayi-Aydar, 2019;Tavakol & Tavakoli, 2022). Hence, the power relationship in the community of practice contributes to teachers' meaning-making of themselves.…”

Section: Slti Configuration Through Socialization In the Teaching Com...mentioning

confidence: 99%

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Delving into Indonesian EFL Pre-Service Teachers’ Professional Identity Configuration in Teaching Practicum

Ardi,

Mukti,

Basthomi

et al. 2023

rEFLections

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This paper aims to scrutinize the trajectory of the professional identity configuration of Indonesian EFL pre-service teachers in socialization during a two-month teaching practicum at a private school in Yogyakarta, Indonesia. Two female EFL pre-service teachers carrying out a teaching practicum at the school participated in this study. A narrative inquiry was employed to capture the dynamic development of the professional identity configuration from the participants’ points of view. The researchers developed stories based on participant interviews, daily reflective notes, and weekly conferences. The stories were then analyzed to identify the professional identity configuration. The findings suggested that the participants configured their professional selves as EFL teachers in socialization in the school through identification and self-internalization. Their identification was influenced by how they saw themselves and others viewed them as EFL teachers, which was then internalized as self-concepts. Moreover, the socialization process encouraged the student teachers to construct their professional selves, reflected in the emerging themes of the stories: language-, pedagogy-, organizational role-, and spirituality-driven identities. The findings also highlighted that spaces, artifacts, and positioning influenced how the pre-service teachers made meaning of their professional selves. The researchers emphasized the importance of reflection to facilitate the meaning-making of EFL preservice teachers’ professional selves by contemplating their professional socialization experiences during the practicum.

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Section: Discussionmentioning

confidence: 99%

Section: Slti Configuration Through Socialization In the Teaching Com...mentioning

confidence: 99%

Section: Slti Configuration Through Socialization In the Teaching Com...mentioning

confidence: 99%

See 1 more Smart Citation

Delving into Indonesian EFL Pre-Service Teachers’ Professional Identity Configuration in Teaching Practicum

Ardi,

Mukti,

Basthomi

et al. 2023

rEFLections

View full text Add to dashboard Cite

show abstract

“…adapting instructional practices), seeking support or help and directing action (e.g. working with mentors or online communities) (van der Wal et al, 2019).…”

Section: Discussionmentioning

confidence: 99%

“…Through building close relations with students, the teacher experiences frustration and de‐professionalization owing to the lack of support to maintain her ideal LTI. More recently, exemplifying another unique aspect of language teaching, Tavakol and Tavakoli (2022) explored English‐to‐young‐learner teachers’ identities and their self‐ and other‐positionings in their professional community settings. Their findings show that these teachers experience marginalization as teaching English to young learners is simplified compared to teaching English to adults, and this discrimination and division adversely influence the teachers’ commitment and practice.…”

Section: Literature Reviewmentioning

confidence: 99%

Constructing and enacting language teacher identities: Distinctive pathways and divergent practices

Taşdemir,

Seferoğlu

2023

British Educational Res J

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The aim of this study was to explore how English language teachers construct and enact their teacher identities. The data was collected through semi‐structured interviews with four in‐service English language teachers at Turkish public schools. The findings revealed certain identity stabilizers: the fascination with subject and the job, caring for students and the relationships with students and former teachers. Although the teachers took two distinctive pathways—the meant to be route and the higher education route—the job experiences of those taking the same route to teaching were quite different. Varying levels of exersion of teacher agency to attain alignment between imagined and actual identities and rare opportunities for legitimate participation and job socialization were effective in the actualization of personal and professional values distinctively. The findings enhance our understanding of how teacher identity is contextually and relationally constructed and offer implications for teacher education and sustainable identity‐oriented professional learning.

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Young- and adult-learner language teachers’ social justice-oriented practices and professional identity construction

Nazari,

Ghiasvand,

Kogani

2024

International Journal of Educational Research

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The professional identity of Iranian young-learner teachers of English: A narrative inquiry

Cited by 6 publications

References 45 publications

Delving into Indonesian EFL Pre-Service Teachers’ Professional Identity Configuration in Teaching Practicum

Delving into Indonesian EFL Pre-Service Teachers’ Professional Identity Configuration in Teaching Practicum

Constructing and enacting language teacher identities: Distinctive pathways and divergent practices

Young- and adult-learner language teachers’ social justice-oriented practices and professional identity construction

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