“They Now Respect Me and Send Me to the Best Schools!”: Identity Construction of an Iranian EFL Teacher

Mirzaee, Alireza; Aliakbari, Mohammad

doi:10.1080/15427587.2017.1327794

Cited by 13 publications

(6 citation statements)

References 51 publications

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“…The researchers explicitly report the co-construction of storying that they were cautious of not hindering the fl ow of storytelling, intervening with the participants in between. Most of the narrative analyses (Fan & de Jong, 2019;Kayi-Aydar, 2015;Mirzaee & Aliakbari, 2018) involving thematization primarily seem to have concentrated on content and context, except Barkhuizen (2016), who also considers sensory language as a unit of analysis.…”

Section: Narrative Analysis In Practicementioning

confidence: 99%

Narrative Analysis in English Language Teachers’ Professional Identity Research: A Review

Neupane,

Gnawali

2023

J NELTA

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Amidst the escalating emergence of generic methodological articles on narrative inquiry, this article critically reviews diff erent narrative analysis approaches and their application in English language teachers’ professional identity research. For this purpose, we reviewed currently available methodological books and articles on narrative inquiry in general and narrative analysis in particular. Additionally, we reviewed twenty purposively selected empirical articles published since 2015 thatemployed narrative inquiry to explore English teachers’ professional identities. A review of methodological articles revealed that the narrative analysis and analysis of narrative dichotomy are blurred as a certain level of interpretation occurs during the co-construction of stories, transcribing, translating, restorying, and fi nally, the consumption of the reports by the readers. Consequently, many researchers have considered paradigmatic analysis as the first step of narrative analysis. In contrast, research practices showed that the interpretation of stories begins only after story generation. Besides, amongst diff erent narrative analysis approaches, positioning analysis underscores how tellers represent themselves through narratives, whereas the small story approach of Barkhuizen accentuates analyzing content and context; however, narrative forms and linguistic features and their motives are rarely investigated. Though the small stories approach of Georgakopoulou (2007) advocates explicitly for considering ways of telling (linguistic features and communicative how), it is rarely evident in practice. This article, therefore, identifies a need for a comprehensive narrative analysis approach that considers what (content), where and when (context), how (form), and who and why (agency and discourse) of the story.

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Section: Narrative Analysis In Practicementioning

confidence: 99%

Narrative Analysis in English Language Teachers’ Professional Identity Research: A Review

Neupane,

Gnawali

2023

J NELTA

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“…Thus, the third teacher highly recommended educational institutions to allow Investigating Indonesian Novice EFL Teachers' Perceptions On Their Identity Construction (Kristian F. Wijaya) EF teachers to design their lesson plans, teaching-learning materials, and classroom regulations independently as long as they are closely attached to the school institutions' regulations. Mirzaee and Aliakbari (2018) stated that it is of critical importance for school institutions to extend some liberation for EFL teachers in creating their innovative lessons. Sardabi, Biria, and Golestan (2018) proposed that critical self-reflections should be well-applied in all educational institutions in order to ensure that EFL teachers' identity development are growing well along with the educational practices.…”

Section: The Continuous Rejuvenation Of Professional Identity Construction To Meet With External Educational Demands (A Story From Mr Harmentioning

confidence: 99%

Investigating Indonesian Novice EFL Teachers’ Perceptions On Their Identity Construction

Wijaya

2022

Scholaria

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Previous studies indicated that the majority of second language teachers were in serious hurdles in reconstructing their identities formation. The major hurdles that matter most in this debilitating inhibition are the lack of extensive emotional supports, minimum exposure of teaching ownership, and contradicting educational paradigms. This qualitative study aimed to further investigate Indonesian novice EFL teachers’ perceptions of their identity construction. To gather reliable data, the critical incident technique manifested in the form of seven critical self-reflection inquiries were being asked to 3 invited novice EFL teachers possessing a vast range of teaching experiences resided in various Indonesian educational institutions. Three major themes were drawn from the interviewees’ excerpts namely the importance of inducing more proactive teaching-learning engagement, establishing mutual rapports with learners as well as working colleagues, and rejuvenating the ongoing professional identity construction aligned with external institutional demands.

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“…Critical incidents and teacher agency are also emerging areas of research on the professional identity construction of English language teachers. Exploring the life history of English language teachers with a critical-event focus, Mirzaee and Aliakbari (2018) indicate that the identities of the participating teachers were socially formed and restricted, leaving no possibility for personal action. According to the authors, teacher agency has primarily been implemented in a schooled manner, developed during years of apprenticeship to teaching.…”

Section: Critical Incidents Agency and Storytelling In Identity Negot...mentioning

confidence: 99%

“…During the narrative generation, Feng's sharing sometimes elicited responses from the interlocutors as well. Besides, researchers like Mirzaee and Aliakbari (2018) organised interviews to stimulate stories of experiences from the participant, initially requesting him to share the teaching-learning experience in school and then his studies in BA and MA in TEFL at a university. This kind of episodic storytelling made participants feel easier to recollect their experiences than to cover the stories of the wide frame.…”

Section: Exploration Of English Teachers' Professional Identity Throu...mentioning

confidence: 99%

Narratives and Identities: A Critical Review of Empirical Studies From 2004 to 2022

Neupane

Gnawali

Kafle

2022

TEFLIN

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Amidst the recent surge in English language teacher identity research, this article systematically reviews existing research studies (n=30) conducted on English language teacher identity across English as a foreign language (EFL), English as a second language (ESL), and native English-speaking contexts that employed narrative inquiry as its methodology. Employing Preferred Reporting Items for Systematic Reviews and Meta-Analysis (PRISMA) framework, the systematic review identifies major themes on teacher professional identity classifying articles on three broad stages of professional development from student teachers’ identity negotiation to novice teachers’ identity development and experienced teachers’ and teacher educators’ identity construction. It reveals that English language teachers’ identity is influenced by their practice in learning communities in varying contexts, macro factors like gender, race, ideology and discourse, critical incidents and agency, conflicting emotions, teacher education programs, and imagined identity and investing. In addition, the article offers a critical assessment of narrative inquiry in language teacher identity and gives suggestions for future research. Finally, it proposes a preliminary framework on the trajectory of identity construction and its implications for English language curriculum and teacher development.

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“They Now Respect Me and Send Me to the Best Schools!”: Identity Construction of an Iranian EFL Teacher

Cited by 13 publications

References 51 publications

Narrative Analysis in English Language Teachers’ Professional Identity Research: A Review

Narrative Analysis in English Language Teachers’ Professional Identity Research: A Review

Investigating Indonesian Novice EFL Teachers’ Perceptions On Their Identity Construction

Narratives and Identities: A Critical Review of Empirical Studies From 2004 to 2022

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