آمار
| تعداد نشریات | 5 |
| تعداد شمارهها | 113 |
| تعداد مقالات | 1,293 |
| تعداد مشاهده مقاله | 1,270,873 |
| تعداد دریافت فایل اصل مقاله | 1,123,327 |
EFL Teacher Educators and EFL teachers’ Perspectives on Identity-Oriented Teacher Education Programs | ||
| Journal of Applied Linguistics and Applied Literature: Dynamics and Advances | ||
| مقاله 7، دوره 8، شماره 2 - شماره پیاپی 16، دی 2020، صفحه 101-117 اصل مقاله (3.47 M) | ||
| نوع مقاله: Research Article | ||
| شناسه دیجیتال (DOI): 10.22049/jalda.2020.26839.1179 | ||
| نویسندگان | ||
| Hussein Meihami* 1؛ Fateme Husseini2 | ||
| 1Assistant Professor of Applied Linguistics, Department of English Language Teaching, Faculty of Humanities, Imam Khomeini International University, Qazvin, Iran | ||
| 2MA in Applied Linguistics, Department of English Language Teaching, Faculty of Humanities, Kashan University, Iran | ||
| چکیده | ||
| Different aspects of identity have been investigated across various educational fields. Although many studies have been done to investigate different aspects of EFL teachers’ identity development, there is a paucity of research on identity-oriented EFL teacher education programs. Hence, the purpose of the current study was to investigate EFL teacher educators’ and EFL teachers’ perspectives about identity-oriented EFL teacher education programs to probe where the commonality of perspectives lies between the two groups in order to see how to run identity-oriented teacher education programs. To that end, three EFL teacher educators and five EFL teachers who were recruited based on convenience sampling were interviewed. Each participant was interviewed two times. The interviews were analyzed using grounded theory. The findings revealed that both EFL teacher educators and EFL teachers believed that an EFL teacher education program would be an identity-oriented one when 1) addressing reflective pedagogy, 2) bridging the gap between theory and practice, 3) involving EFL teachers in action research, 4) emphasizing sociocultural aspects of EFL teacher education, and 5) developing EFL teacher awareness about the varieties. Thus, it can be concluded that through including the mentioned features in the teacher education program, teacher educators can achieve identity-oriented teacher education programs. | ||
| کلیدواژهها | ||
| Action Research؛ EFL Teacher Educators؛ Identity-Oriented Teacher Education؛ Reflective Pedagogy | ||
| مراجع | ||
|
Ary, D., Jacobs, L.C., Sorensen, C.K., & Walker, D. (2014).Introduction to research in education. Boston, MA: Cengage Learning.
Bakhtin, M.M. (1990). Art and answerability.Texas: University of Texas Press.
Beck, C. (2019).Learning to walk your talk: The pre-service campus programme as a context for researching and modelling reflective pedagogy in an era of transmission and testing. In J. Murray, A. Swennen, & C. Kosnik (Eds.), International research, policy and practice in teacher education (pp. 93-105). Cham: Springer.
Beck, C., &Kosnik, C. (2014).Growing as a teacher: goals and pathways of ongoing teacher learning. Rotterdam: Sense Publishers.
Biesta, G., Priestley, M., & Robinson, S. (2015). The role of beliefs in teacher agency.Teachers and Teaching: Theory and Practice, 21(6), 624–640.
Block, D. (2007). Second language identities. London: Continuum.
Borg, S. (2017). Action research and teacher identity. The 2016 Cambridge English/English UK Action Research Scheme.
Cochran-Smith, M., & Lytle, S. L. (1999). Chapter 8: Relationships of knowledge and practice: Teacher learning in communities. Review of Research in Education, 24(1), 249-305.
Day, C. (2018). Professional identity matters: Agency, emotions, and resilience. In P. A. Schutz, J., Hong, & D. C. Francis (Eds.), Research on teacher identity (pp. 61-70).Cham: Springer.
Delanty, G. (2003) Community. London: Routledge.
Edwards, E., & Burns, A. (2016). Language teacher–researcher identity negotiation: An ecological perspective. TESOL Quarterly, 50(3), 735-745.
Falk, B. (2009). Teaching the way children learn. New York: Teachers College Press.
Fichtner, F., & Chapman, K. (2011).The cultural identities of foreign language teachers.L2 Journal, 3(1), 116–140.
Goodnough, K. (2010). The role of action research in transforming teacher identity: Modes of belonging and ecological perspectives. Educational Action Research, 18(2), 167-182.
Heggen, K., & Smeby, J.-C.(2012). Girmestmuligsamanhengogså den besteprofesjonsutdanninga? or skPedagogiskTidsskrift, 96(1), 4–14.
Heller, M. (1987).The role of language in the formation of ethnic identity.In J. Phinney& M. Rotheram (Eds.), Children’s ethnic socialization (pp. 180–200). Newbury Park, CA: Sage.
Henry, A. (2016). Conceptualizing teacher identity as a complex dynamic system: The inner dynamics of transformations during a practicum. Journal of Teacher Education, 67(4), 291-305.
Kumaravadivelu, B. (2012). Language teacher education for a global society: A modular model for knowing, analyzing, recognizing, doing, and seeing. Abingdon: Routledge.
Kvernbekk, T. (2012). Argumentation in theory and practice: Gap or equilibrium? Informal logic, 32(3), 288-305.
Loughran, J. (2010). What expert teachers do: Enhancing professional knowledge for classroom practice. London/New York: Routledge.
McMahon, T. (1999). Is reflective practice synonymous with action research? Educational Action Research, 7(1), 163-169.
Meihami, H. (2019). Identity-oriented English language teachers’ education programs as the arena of becoming a glocal English language teacher. Pedagogika, 135(3), 71-84.
Miller, J. (2009). Teacher identity. In A. Burns, & J. C. Richards (Eds.), The Cambridge guide to second language teacher education (pp. 172–181). New York: Cambridge University Press.
Morgan, B., & Clarke, M. (2011).Identity in second language teaching and learning. In E. Hinkel (Ed.), Handbook of research in second language teaching andlearning (pp. 817–836). New York: Routledge.
Norton, B. (2013). Identity and language learning: Extending the conversation. London: Multilingual matters.
Norton, B., & De Costa, P. I. (2018). Research tasks on identity in language learning and teaching. Language Teaching, 51(1), 90-112.
Nuske, K. (2015). Transformation and stasis: Two case studies of critical teacher education in TESOL. Critical Inquiry in Language Studies, 12, 283–312.
Olsen, B., & Buchanan, R. (2017). Everyone wants you to do everything: Investigating the professional identity development of teacher educators. Teacher Education Quarterly, 44(1), 9-34.
Oyserman, D., Elmore, K., & Smith, G. (2012).Self, self-concept, and identity.In M. R. Leary, & J. P. Tangney (Eds.), Handbook of self and identity (pp. 60–104). New York: The Guilford Press.
Pennington, M. C. (2015). Teacher identity in TESOL: A frames perspective. In Y. L. Cheung, S. B. Said, & K. Park (Eds.), Advances and current trends in language teacher identity research (pp. 38-52). Routledge.
Pennington, M. C., & Richards, J. C. (2016). Teacher identity in language teaching: Integrating personal, contextual, and professional factors. RELC Journal, 47(1), 5-23.
Rashidi, N., &Meihami, H. (2017).Addressing cultural identity through negotiation: Analysis of student-teacher-authored narratives.Journal of Teacher Education for Sustainability, 19(2), 21-35.
Richardson, P. W., & Watt, H. M. G. (2006). Who chooses teaching and why? Profiling characteristics and motivations across three Australian Universities.Asia-Pacific Journal of Teacher Education, 34(1), 27–56.
Schutz, P. A., &Zembylas, M. (2009).Advances in teacher emotion research: The impact on teachers’ lives. New York: Springer.
Siskin, H. J. (2007). Call me “Madame”: Re‐presenting culture in the French language classroom. Foreign Language Annals, 40(1), 27-42.
Stanton, D. C. (2006). Presidential address 2005: On rooted cosmopolitanism. PMLA, 121(3), 627-640.
Steadman, A., Kayi-Aydar, H., & Vogel, S. M. (2018). From college composition to ESL: Negotiating professional identities, new understandings, and conflicting pedagogies. System, 76, 38-48.
Strauss, A. L. (1978). Negotiations: Varieties, contexts, processes, and social order. San Francisco: Jossey-Bass.
Strauss, A., & Corbin, J. (1998).Basics of qualitative research. Thousand Oaks, CA: Sage.
Trent, J. (2017). Discourse, agency and teacher attrition: Exploring stories to leave by amongst former early career English language teachers in Hong Kong. Research Papers in Education, 32(1), 84–105.
Ulvik, M., & Smith, K. (2019). Teaching about teaching: Teacher educators’ and student teachers’ perspectives from Norway. In J. Murray, A. Swennen, & C. Kosnik (Eds.) International research, policy and practice in teacher education (pp. 123-137). Basel: Springer.
van Lier, L. (2004). The ecology and semiotics of language learning: A sociocultural perspective. Norwell, MA: Kluwer Academic Publishers.
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.
Wenger, E. (1998). Communities of practice: Learning, meaning, and identity. Cambridge: CambridgeUniversity Press.
Xu, H. (2012). Imagined community falling apart: A case study on the transformation of professional identities of novice ESOL teachers in China.TESOL Quarterly, 46(3), 568-578.
Yazan, B. (2019). Toward identity‐oriented teacher education: Critical autoethnographic narrative. TESOL Journal, 10(1), e00388.
Yuan, R., & Burns, A. (2017). Teacher identity development through action research: A Chinese experience. Teachers and Teaching, 23(6), 729-749.
Zeichner, K., & Gore, J. (1990).Teacher socialization.In W. R. Houston (Ed.), Handbook of research on teacher education (pp. 329-348). New York: Macmillan. | ||
|
آمار تعداد مشاهده مقاله: 533 تعداد دریافت فایل اصل مقاله: 707 |
||