آمار
| تعداد نشریات | 6 |
| تعداد شمارهها | 122 |
| تعداد مقالات | 1,559 |
| تعداد مشاهده مقاله | 1,666,879 |
| تعداد دریافت فایل اصل مقاله | 1,556,983 |
How Shifting from Teaching Arabic or Persian to English Prompts the professional Identity: A Thematic Study | ||
| Journal of Applied Linguistics and Applied Literature: Dynamics and Advances | ||
| مقاله 7، دوره 9، شماره 1 - شماره پیاپی 17، تیر 2021، صفحه 121-141 اصل مقاله (881.77 K) | ||
| نوع مقاله: Research Article | ||
| شناسه دیجیتال (DOI): 10.22049/jalda.2021.27098.1255 | ||
| نویسندگان | ||
| Farzad Rostami1؛ Mohammad Hossein Yousefi* 2؛ Davoud Amini3 | ||
| 1Department of English Language, Baneh Branch, Islamic Azad University, Baneh, Iran | ||
| 2Assistant Professor of ELT, Department of English Language, Bonab Branch, Islamic Azad University, Bonab, Iran | ||
| 3Assistant Professor of ELT, Department of English Language and Literature, Faculty of Literature and Humanities, Azarbaijan Shahid Madani University, Tabriz, Iran | ||
| چکیده | ||
| There have been some researches on the way teacher identities are (re)constructed; however, the study which investigates the improvement of the identity through the shift in language teaching has not been conducted. Thus the present qualitative study set out to investigate Iranian EFL teachers’ professional development who had been teaching either Arabic or Persian languages for more than six years prior to entering the English language teaching profession. Eleven Iranian in-service teachers took part in the study through purposeful sampling. For the purpose of the data collection, in-depth interviews, teachers’ narratives, and focus group interviews were used. The thematic analysis of the data through the Identity Theory (Burke & Stets, 2009) perspective revealed three main themes: identity shift, identity development, and productive identity. The results indicate that teachers' professional learning requires rebuilding identity perception, and constructing a new identity will lead, in turn, to the professional development of teachers and their constructive learning. The present study contributes to the existing knowledge of teachers’ professional identity in that changes in the languages teachers teach will lead to reconstructing their professional identity in a positive wayand happen as a result of opportunities for professional development. The results have a number of implications for policymakers, teacher educators, and language teachers. | ||
| کلیدواژهها | ||
| Professional Identity؛ Identity Shift؛ Thematic Analysis؛ Teacher Education؛ Teacher Development | ||
| مراجع | ||
|
Amin, N. (1997). Race and the identity of the non-native ESL teacher. TESOL Quarterly, 31, 580–583.
Armstrong, D., A., Gosling, J., T. Marteau, & Weinman. 1997. The place of inter-rater reliability in qualitative research: An empirical study. Sociology, 31, 597–606.
Beauchamp, C., & Thomas, L. (2009). Understanding teacher identity: An overview of issues in the literature and implications for teacher education. Cambridge Journal of Education, 39, 175-189.
Beauchamp, C., & L. Thomas.(2011). New teachers’ identity shifts at the boundary of teacher education and initial practice. International Journal of Educational Research, 50, 6–13.
Beijaard, D., Verloop, N., & Vermunt, J. D. (2000). Teachers’ perceptions of professional identity: An exploratory study from a personal knowledge perspective. Teaching and teacher education, 16(7), 749-764.
Beijaard, D., Meijer, P. C., & Verloop, N. (2004).Reconsidering research on teachers’ professional identity. Teaching and Teacher Education, 20(2), 107-128.
Bogdan, R. C., & Biklen, S. K. (2007).Qualitative research in education: An introduction to theory and methods. New York: Pearson.
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77-101.
Burke, P. J., & Stets, J. E. (2009). Identity theory. New York, NY: Oxford University Press.
Chien, S.-C. (2019). Toward an understanding of high school in-service English teachers’ identities in their professional development. Asia Pacific Education Review, 20(3), 391-405.
Choi, E., Gaines, R. E., Jeong-bin, H. P., Williams, K. M., Schallert, D. L., Yu, L. T., et al. (2016). Small stories in online classroom discussion as resources for pre service teachers' making sense of becoming a bilingual educator. Teaching and Teacher Education, 58, 1-16.
Cohen, J., L., (2010). Getting recognized: Teachers negotiation professional identities as learners through talk. Teaching and Teacher Education, 26, 473-481.
Creswell, J. W. (1994). Research design: Qualitative & quantitative approaches. Thousand Oaks, CA: SAGE.
Creswell, J. W. (2003). Research design qualitative, quantitative and mixed method approaches (2nd ed.). Thousand Oaks, CA: Sage.
Creswell, J. W. (2014). Research design. Qualitative, quantitative, & mixed method approaches (4th ed.). Los Angeles: Sage Publications.
Day, C. (2011). Uncertain professional identities: Managing the emotional contexts of teaching. In C. Day & J. C. K. Lee (Eds.), New understandings of teacher’s work: Emotions and educational change (pp. 45–64). New York: Springer.
Day, C., Kington, A., Stobart, G., & Sammons, P. (2006). The personal and professional selves of teachers: Stable and unstable identities. British Educational Research Journal, 32(4), 601-616.
Fontana, A., & Frey, J. H. (2008). The interview: From neutral stance to political involvement. In N. K. Denzin, & Y. S. Lincoln (Eds.), Collecting and interpreting qualitative materials (3rd ed., pp. 115-159). Thousand Oaks, CA: SAGE.
Gee, J. P. (2001). Identity as an analytic lens for research in education. Review of Research in Education, 25, 99–125.
Hamilton, J. B., Sandelowski, M., Moore, A. D., Agarwal, M., &Koenig, H. G. (2013).You need a song to bring you through: The use of religious songs to manage stressful life events. Gerontologist, 53, 26–38.
Hamilton, J. B., Best, N. C., Wells, J. S., & Worthy, V. C. (2018). Making sense of loss through spirituality: Perspectives of African American family members who have experienced the death of a close family member to cancer. Palliative & Support Care, 16, 662–668.
Hamilton, J. B. (2020). Rigor in qualitative methods: An evaluation of strategies among underrepresented rural communities. Qualitative Health Research, 30(2), 196–204.
Han, I. (2017). (Re)conceptualization of ELT professionals: Academic high school English teachers’ professional identity in Korea. Teachers and Teaching: Theory and Practice, 22(5), 586–609.
Howe, A. C., & Stubbs, H. S. (2003). From science teacher to teacher leader: Leadership development as meaning making in a community of practice. Science Education, 87(2),281-297.
Huang, Y.-T., & Guo, M. (2019). Facing disadvantages: The changing professional identities of college English teachers in a managerial context. System, 82, 1-12
Ibarra, H., & Petriglieri, J. L. (2010). Identity work and play. Journal of Organizational Change Management.
Israel, M., & Hay, I. (2006). Research ethics for social scientists. London: Sage.
Kanno, Y., & Stuart, C. (2011).Learning to become a second language teacher: Identities-in-practice. The Modern Language Journal, 95(2), 236-252.
Karimi, M. N., & Mofidi, M. (2019). L2 teacher identity development: An activity theoretic perspective. System, 81,122-134.
Khanshan, S.K., Yousefi, M.H. (2020). The relationship between self-efficacy and instructional practice of in-service soft disciplines, hard disciplines and EFL teachers. Asian. Journal of Second and Foreign Language Education, 5(1). https://doi.org/10.1186/s40862-020-0080-8.
Kurosh, S., Yousefi, M.H. Kashef, H. (2020). Iranian teachers’ reflective teaching practice in relation to self-efficacy perceptions: investigating teachers’ discipline. Reflective Practice Journal, 21 (1), 1-16.
Lasky, S. (2005).A sociocultural approach to understanding teacher identity, agency and professional vulnerability in a context of secondary school reform. Teaching and Teacher Education, 21, 899–916.
Lichtman, M. (2012). Qualitative research in education: A user's guide. Sage publications.
MacPhail, C., Khoza, N., Abler, L., & Ranganathan, M. (2015). Process guidelines for establishing intercoder reliability in qualitative studies. Qualitative Research, 16(2), 198–212.
Masoumpanah, Z., & Zarei, G. R. (2014). EIL, Iranian teachers’ professional identity and perception of professional competence. Procedia - Social and Behavioral Sciences, 98, 1100–1109.
Merriam, S. B. (1998). Qualitative research and case study applications in education. San Francisco: Jossey-Bass.
Merriam, S. B. (2000). Qualitative research: A guide to design and implementation. San Francisco: Josey-Bass.
Morse, J. M. (2015). Critical analysis of strategies for determining rigor in qualitative inquiry. Qualitative Health Research, 25, 1212–1222.
Mutch, C. (2013). Doing educational research.Nzcer Press.
Newby, P. (2010). Research methods for education. Oaks: Sage Publications.
Newman, D. S. (2013).Demystifying the school psychology internship: A dynamic guide for interns. New York: Routledge.
Olsen, B. (2008). How reasons for entry into the profession illuminate teacher identity development. Teacher Education Quarterly, 35(3), 23-40.
Park, J. (2007). Co-construction of non-native speaker identity in cross-cultural interaction. Applied Linguistics, 28, 339–360.
Patton, M. Q. (2002). Qualitative evaluation and research methods (3rd ed.). Thousand Oaks, CA: Sage Publications, Inc.
Quinn-Trank, C., & Washington, M. (2009).Maintaining an institution in a contested organizational field: The work of the AACSB and its constituents. In T. Lawrence, R. Suddaby, & B. Leca (Eds.), Institutional work: Actors and agency in institutional studies of organizations (pp.236–261). Cambridge, UK: Cambridge University Press.
Rostami, F., Yousefi, M.H. (2020). Iranian novice English teachers’ agency construction: the complexity dynamic/system perspective. Asian. Journal of Second and Foreign Language Education, 5(4).
Rostami, F., Yousefi, M.H. & Amini, D. (2020). Gaining favorable identities of Iranian EFLteachers: a single case study of transition from elementary schools to universities. Asian. Journal of Second and Foreign Language Education, 5(8). https://doi.org/10.1186/s40862-020-00086-y.
Sachs, J. (2005) Teacher education and the development of professional identity: learning to be a teacher’, In M. Kompf, and P. Denicolo, Connecting 221 policy and practice challenges for teaching and learning in schools and universities (pp. 14-25). London: Routledge.
Sandelowski, M. (2008). Member check. In L.Given (Ed.), The SAGE encyclopedia of qualitative research methods (pp.501–502). Thousand Oaks, CA: SAGE.
Schauer, M. M. (2018). “Vygotsky for the Hood”: Connecting teacher prior life experiences and university teacher preparation curriculums for service in urban schools. Teaching and Teacher Education, 74, 1–9.
Sinha, S., & Hanuscin, D. L. (2017). Development of teacher leadership identity: A multiple case study. Teaching and Teacher Education, 63, 356–371.
Tsui, A. B. (2007). Complexities of identity formation: A narrative inquiry of an EFL teacher. TESOL Quarterly, 41(4), 657-680.
Varghese, M., Morgan, B., Johnston, B., & Johnson, K. A. (2005). Theorizing language teacher identity: Three perspectives and beyond. Journal of Language, Identity, and Education, 4(1), 21-44.
Xu, H. (2013). From the imagined to the practiced: A case study on novice EFL teachers’ professional identity change in China. Teaching and Teacher Education, 31, 79–86.
Xu, Y. T. (2014). Becoming researchers: A narrative study of Chinese university EFL teachers’ research practice and their professional identity construction. Language Teaching Research, 18(2), 242–259.
Yazan, B. (2018). A conceptual framework to understand language teacher identities. Journal of Second Language Teacher Education, 1(1), 21–48. | ||
|
آمار تعداد مشاهده مقاله: 1,472 تعداد دریافت فایل اصل مقاله: 903 |
||