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The Formation of Language Teacher Professional Identity

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TABLE OF CONTENTS

Contents
INTRODUCTION  11

CHAPTER ONE Identity: Selected Conceptual Issues 18

Introduction  18
1.1 Theoretical Constructs of Identity  18
1.1.1 Essentialist Concepts of Identity 19
1.1.2 Poststructuralist Concepts of Identity 21
1.1.3 Narrative and Discursive Concepts of Identity 23
1.1.4 Identity Constructs – Summing up 26
1.2 Basic Identity Distinctions  27
1.2.1 Social Identity  27
1.2.2 Personal Identity  28
1.2.3 Professional Identity  28
1.2.3.1 Marcia’s Statuses of Identity and Professional Identity 29
1.2.3.2 Moral Development and Professional Identity 31
1.3 Current Conceptualizations of Identity 32
1.3.1 Wenger’s (1998) Communities of Practice 33
1.3.2 Gee’s (2001) Identities  34
1.3.3 Varghese et al.’s (2005) Views on Identity 36
1.3.4 Clarke’s (2009) Diagram for Identity Work 36
1.3.5 Benson et al.’s (2013) Facets of Identity 38
1.3.6 Pennington’s (2015) Frames of Teacher Identity 38
1.3.7 Trent’s (2015) Framework  39
1.3.8 Pulling it Together: A Diagram for Three-A Teacher Identity Framework (3ATIF)  40
1.4 Conclusion of Chapter One  43

CHAPTER TWO Language Teacher Identity Framework: A Theoretical Perspective  44

Introduction  44
2.1 The Construction of Professional Identity 45
2.2 Language Teacher Affiliation  46
2.2.1 Teacher Professionalism  47
2.2.2 Ethicality  49
2.2.3 Proximity and Positioning  50
2.2.4 Imagined Communities  53
2.2.5 Globality and Locality  54
2.2.6 Investment  55
2.2.7 Language Teacher Affiliation – Summing up 56
2.3 Language Teacher Attachment  57
2.3.1 Language Teaching Practice  58
2.3.2 Traditional vs. Constructivist Teaching 61
2.3.3 Language Teacher Attachment – Summing up 62
2.4 Language Teacher Autonomy  63
2.4.1 Teacher Agency  64
2.4.2 Teacher Reflection  66
2.4.3 Teacher Resilience  68
2.4.4 Language Teacher Autonomy – Summing up 69
2.5 Affiliation-Attachment-Autonomy – Summing up 70
2.6 Other Theoretical Concepts  72
2.6.1 Continuities  72
2.6.2 Discontinuities  73
2.7 Approaches to Language Teacher Change 74
2.7.1 Norton’s Identity Approach  74
2.7.2 Possible-Selves Theory  76
2.7.3 Pulling it Together: A Diagram for Three-A Language Teacher Identity Framework (3ALTIF)  78
2.8 Conclusion of Chapter Two  78

CHAPTER THREE Research on Language Teacher Identity: A Review 81

Introduction  81
3.1 Investigating Identity  82
3.1.1 Conversation Analysis  82
3.1.2 Critical Discourse Analysis  84
3.1.3 Narrative Analysis  85
3.2 Research on Teacher Professional Identity 86
3.2.1 North American Studies  87
3.2.2 European Studies  88
3.2.3 Australasia  93
3.2.4 The Far East  94
3.2.5 Israel  94
3.2.6 South Africa  94
3.2.7 Summary of General Education Teacher Identity Research 95
3.3 Research on Language Teacher Professional Identity 95
3.3.1 Language Teacher Identity: Focus on Identity Formation (Group One) 96
3.3.2 Language Teacher Identity: Focus on Teacher Affiliation (Group Two) 105
3.3.3 Language Teacher Identity: Focus on Teacher Attachment (Group Three) 116
3.3.4 Language Teacher Identity: Focus on Teacher Autonomy (Group Four) 122
3.3.5 Research on Teacher Identity in Poland 129
3.4 Conclusion of Chapter Three  132

CHAPTER FOUR Empirical Research on Language Teacher Professional Identity: Methodology  133

Introduction  133
4.1 Statement of Purpose  133
4.2 Methodological Focus  134
4.2.1 Phenomenographic Perspective  136
4.2.2 Narrative Perspective  138
4.3 Context and Participants  141
4.4 Design of the Study  142
4.4.1 Stage One  143
4.4.2 Stage Two  143
4.4.3 Stage Three  144
4.4.4 Stage Four  145
4.4.5 Four Teachers’ Trajectories  146
4.5 Data Collection  146
4.6 Data Analysis  154
4.6.1 General Information  154
4.6.2 Creating Phenomenographic Maps 156
4.6.3 Restorying  159
4.6.4 Working with Metaphors  159
4.7 Researcher’s Position  160
4.8 Characteristics of the Study  162
4.8.1 Validity and Credibility  162
4.8.2 Reliability and Dependability  164
4.8.3 Generalizability and Transferability 165
4.9 Methodological and Ethical Challenges 165
4.9.1 Methodological Challenges  166
4.9.2 Ethical Dilemmas  167
4.10 Conclusion of Chapter Four  169

CHAPTER FIVE Empirical Research on Language Teacher Professional Identity: A Phenomenographic Study  171

Introduction  171
5.1 Stage One: Aims and Context  171
5.1.1 Preliminary Study  172
5.1.1.1 Procedure  173
5.1.1.2 Findings  173
5.1.2 Affiliation-Shaped Identity  179
5.1.2.1 Procedure  180
5.1.2.2 Findings  181
5.1.3 Attachment-Shaped Identity  200
5.1.3.1 Procedure  200
5.1.3.2 Findings  201
5.1.4 Autonomy-Shaped Identity  223
5.1.4.1 Procedure  223
5.1.4.2 Findings  223
5.2 Stage Two: Aims and Context  230
5.2.1 Affiliation-Shaped Identity  231
5.2.1.1 Procedure  231
5.2.1.2 Findings  232
5.2.2 Attachment-Shaped Identity  247
5.2.2.1 Procedure  248
5.2.2.2 Findings  248
5.2.3 Autonomy-Based Identity  270
5.2.3.1 Procedure  270
5.2.3.2 Findings  270
5.3 Stage Three: Aims and Context  284
5.3.1 Procedure  285
5.3.2 Affiliation-Shaped Identity  286
5.3.3 Attachment-Shaped Identity  310
5.3.4 Autonomy-Shaped Identity  319
5.4 Stage Four: Aims and Context  329
5.4.1 Procedure  330
5.4.2 Affiliation-Shaped Identity  331
5.4.3 Attachment-Shaped Identity  349
5.4.4 Autonomy-Shaped Identity  356
5.5 Discussion  364
5.6 Conclusion of Chapter Five  390

CHAPTER SIX Empirical Research on Language Teacher Identity: Four Narrative Studies  391

Introduction  391
6.1 Aims  391
6.2 Participants  392
6.3 Data Collection  395
6.4 Data Analysis  395
6.5 Narrative Stories  397
6.5.1 Vera’s Story (She intended to become a language teacher and works as one)  397
6.5.2 Peter’s Story (He intended to become a language teacher but doesn’t work as one now)  408
6.5.3 Iza’s Story (She did not intend to become a language teacher but now works as one)  420
6.5.4 Jacob’s story (He did not intend to become a language teacher and doesn’t work as one)  427
6.6 Discussion  434
6.7 Conclusion of Chapter Six  442

Conclusions, Limitations, Implications, and Further Research 444

REFERENCES  453

APPENDICES  484
Appendix A  484
Appendix B  485
Appendix C  486
Appendix D  508
Appendix E  509
Appendix F  510
Appendix G  511
Appendix H  511
List of Figures
Figure 1-1: The creation of Teacher Identity Framework (3ATIF) 41
Figure 2-1: Language teacher affiliation subdomains 56
Figure 2-2: Language teacher attachment subdomains 63
Figure 2-3: Language teacher autonomy subdomains 69
Figure 2-4: The Three A Language Teacher Identity Framework (3ALTIF) 79
Figure 5-1: WTTFL statements and language teacher metaphors (Stage One) 182
Figure 5-2: WTTFL statements and language teacher metaphors (Stage Two) 233
Figure 5-3: WTTFL statements and language teacher metaphors (Stage Three) 287
Figure 5-4: WTTFL statements and language teacher metaphors (Stage Four) 332
Figure 5-5: Continuities and discontinuities-shaped 3ALTIF (Stage One) 367
Figure 5-6: Continuities and discontinuities-shaped 3ALTIF (Stage Two) 373
Figure 5-7: Continuities and discontinuities-shaped 3ALTIF (Stage Three) 379
Figure 5-8: Continuities and discontinuities-shaped 3ALTIF (Stage Four) 384
List of Tables
Table 3.1: Overview of language teacher professional identity studies with a focus on teacher formation  98
Table 3.2: Overview of language teacher professional identity studies with a focus on teacher affiliation  106
Table 3.3: Overview of language teacher professional identity studies with a focus on teacher attachment  117
Table 3.4: Overview of language teacher professional identity studies with a focus on teacher autonomy  123
Table 4.1: Groups, stages of the study and the number of participants 141
Table 4.2: The employment of research instruments 147
Table 4.3: Excerpt of data transcription  155
Table 5.1: Ways of understanding language studies with a teaching profile 174
Table 5.2: Metaphors-derived images of teachers (Stage One) 184
Table 5.3: Affiliation-shaped identity (Stage One) 188
Table 5.4: Attachment-shaped identity (Stage One) 202
Table 5.5: Autonomy-shaped identity (Stage One) 224
Table 5.6: Metaphors-derived images of teachers (Stage Two) 234
Table 5.7: Affiliation-shaped identity (Stage Two) 238
Table 5.8: Attachment-shaped identity (Stage Two) 249
Table 5.9: Autonomy-shaped identity (Stage Two) 271
Table 5.10: Metaphors-derived images of teachers (Stage Three) 288
Table 5.11: Affiliation-shaped identity (Stage Three) 293
Table 5.12: Attachment-shaped identity (Stage Three) 311
Table 5.13: Autonomy-shaped identity (Stage Three) 319
Table 5.14: Information about participants and data collection in Stage Four 330
Table 5.15: Affiliation-shaped identity (Stage Four) 334
Table 5.16: Attachment-shaped identity (Stage Four) 349
Table 5.17: Autonomy-shaped identity (Stage Four) 356
Table 6.1: Case study participants  394
Table 6.2: Data collection instruments for constructing the participants’ stories 395

Opis

Tytuł
The Formation of Language Teacher Professional Identity
Autor
Dorota Werbińska
Rok wydania
2017
Liczba stron
526
Format
B5
Okładka
miękka
ISBN
978-83-7467-274-0

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