The (Re)Construction of Self Through Student-Teachers’ Storied Agency in ELT: Between Marginalization and Idealization

Quintero, Álvaro Hernán; Guerrero, Carmen Helena

doi:10.1007/978-3-319-72920-6_5

Cited by 4 publications

(3 citation statements)

References 26 publications

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“…Secondly, social interactions and experiences within their learning environments that involve professional and personal dimensions (Salinas & Ayala, 2018). Thirdly, overcoming imposed marginalising conditions (Quintero & Guerrero, 2018); negotiations that involve emotions such as love, desire, imagination, and fluidity (Sarasa, 2016;Sarasa & Porta, 2018;Valencia, 2017). Finally, Archanjo et al (2019) and Viáfara (2016) found that in the construction of their identities, the efl preservice teachers still struggle to achieve native speaker proficiency.…”

Section: Efl Preservice Teachers' Identity Constructionmentioning

confidence: 99%

English Language Preservice Teachers’ Identity Construction Within Academic and Other Communities

Ortiz

2022

Profile: Issues Teach. Prof. Dev.

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This article reports on a doctoral research that sought to unveil the identities present in the communities to which four English as a foreign language preservice teachers belong. The study was carried out with a decolonial perspective that included an interepistemic dialogue among narrative inquiry, narrative pedagogy, and the indigenous research paradigm. The main instrument of data collection was autobiographies. The participants and the researcher analysed data jointly. The findings indicate that the preservice teachers’ identity construction is mutable and not essentialised. Mutable as it changes over time and not essentialised since it involves social, cultural, and personal dimensions.

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Section: Efl Preservice Teachers' Identity Constructionmentioning

confidence: 99%

English Language Preservice Teachers’ Identity Construction Within Academic and Other Communities

Ortiz

2022

Profile: Issues Teach. Prof. Dev.

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“…When surveying scholarship on the role of identity in teacher education and professional development (see Crandall & Christison, ; Hallman, ; Pennington, ; Quintero & Guerrero, ; Trent, ; Yazan & Peercy, ), we see a great emphasis on teacher socialization that happens at various stages of a teacher's life continuously contributing to teacher identity development. TESOL scholars agree that teacher identity is a multidimensional construct (see Hallman, ; Pennington, ; Trent, ).…”

Section: Identity Of Volunteer English Language Teachersmentioning

confidence: 99%

“…Volunteer teachers may never have had the occasion to reflect on the complexities of their teaching identities. Many have not taken classes towards a TESOL degree, and it is in these classes that preservice teachers are scaffolded through thinking and writing about who they are as language teachers, thus negotiating their teacher identity (Elsheikh, ; Quintero & Guerrero, ). Working with volunteer teachers, we have regularly observed that they look to memories of their teachers and their own learning experiences for examples of positive and productive teaching practices.…”

Section: The Apprenticeship Of Observationmentioning

confidence: 99%

Fostering volunteer ESL teacher identity through reflection on apprenticeship of observation

Vinogradova

Ross

2019

TESOL Journal

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Many adult English language learners in the United States are taught by volunteer teachers in community‐based programs. These volunteers bring a variety of experience and expertise into the classroom and great enthusiasm for teaching and care for their students. However, many do not have background in language education. Professional development for such teachers needs to offer opportunities to reflect on self‐perception and evolving teacher identity in addition to teaching methods and classroom practices. This article discusses how conscious understanding of apprenticeship of observation can help volunteer teachers make explicit connections between their experiences as learners, current view of themselves as language teachers, and their teaching practices. The article outlines three activities that lead participants through a series of reflections that progress from describing their teaching beliefs, values, and practices; identifying most memorable teaching acts in their own learning (apprenticeship of observation); and connecting these teaching acts with volunteers’ current teaching approaches.

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Facing neoliberalism in education: How English language teachers enact their critical identities

Guerrero‐Nieto,

Castañeda‐Trujillo

2023

TESOL Journal

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In the 1990s, Colombia embraced neoliberalism, and as a result, all public and private institutions and organizations have adhered to its principles. Following this ideology, the national government implemented an educational quality policy intending to standardize processes and measure outcomes to position the country favorably in the global market. These policy actions directly impact schools, further entrenching neoliberalism in education and consequently influencing the practices and identities of teachers. This article centers on the personal experiences of two female English teachers pursuing a master's degree in English teaching. Through semi‐structured narrative interviews and analysis using a narrative‐based analytical framework, the accounts of these teachers reveal the challenges they face due to neoliberal practices, which tend to belittle, exploit, and discredit them. Nevertheless, the narratives also highlight how these teachers overcame their fears and openly expressed their ideas, asserting their critical identities and aligning their actions with the knowledge they gained through their master's studies. Therefore, it can be concluded that despite the disparity between the critical emphasis in teacher education, particularly in public universities, and the expectations placed on educators, the critical identity of these teachers is effectively manifested.

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The (Re)Construction of Self Through Student-Teachers’ Storied Agency in ELT: Between Marginalization and Idealization

Cited by 4 publications

References 26 publications

English Language Preservice Teachers’ Identity Construction Within Academic and Other Communities

English Language Preservice Teachers’ Identity Construction Within Academic and Other Communities

Fostering volunteer ESL teacher identity through reflection on apprenticeship of observation

Facing neoliberalism in education: How English language teachers enact their critical identities

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