Constructing and enacting language teacher identities
Distinctive pathways and divergent practices
Bibliographic Data
| ID | 11161059 |
|---|---|
| Authors | Hanife Taşdemir (0000-0003-4905-3501, Istanbul University‐Cerrahpasa Istanbul Turkey, corresponding author), Gölge Seferoğlu (0000-0001-7587-6822, California State University San Bernardino California USA) |
| Year | 2024 |
| Volume | 50 |
| Issue | 1 |
| Pages | 73-92 |
| Publication date | 2024-02-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | British Educational Research Journal (JOURNAL) |
| Journal identifiers | ISSN: 0141-1926 • E-ISSN: 1469-3518 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1002/berj.3915 |
| OpenAlex | W4386480498 |
| Language | EN |
| Citations received | 1 |
| References cited | 47 |
The aim of this study was to explore how English language teachers construct and enact their teacher identities. The data was collected through semi‐structured interviews with four in‐service English language teachers at Turkish public schools. The findings revealed certain identity stabilizers: the fascination with subject and the job, caring for students and the relationships with students and former teachers. Although the teachers took two distinctive pathways—the meant to be route and the higher education route—the job experiences of those taking the same route to teaching were quite different. Varying levels of exersion of teacher agency to attain alignment between imagined and actual identities and rare opportunities for legitimate participation and job socialization were effective in the actualization of personal and professional values distinctively. The findings enhance our understanding of how teacher identity is contextually and relationally constructed and offer implications for teacher education and sustainable identity‐oriented professional learning
Agency (philosophy) · Construct (python library) · Identity (music) · Linguistics · Mathematics education · Pedagogy · Professional development · Qualitative research · Semi-structured interview · Socialization · Sociology · Subject (documents) · Teacher education · Turkish · EFL/ESL Teaching and Learning · Global Education and Multiculturalism · Psychology · Social Psychology · Teacher Education and Leadership Studies
Identity and Language Learning
Second Language Teacher Education
A complex dynamic systems perspective on teacher learning and identity formation
Qualitative evaluation and research methods
Informing and transforming language teacher education pedagogy
Exploring teacher identity from a holistic perspective
Learning to Become a Second Language Teacher
Navigating tensions and asserting agency in language teacher identity
The professional identity of Iranian young-learner teachers of English
Critically Examining the Agency and Professional Identity Development of Novice Dual Language Teachers Through Figured Worlds
Those Who Understand
Impact of early career teachers' professional identity tensions
Struggling for a professional identity
From the imagined to the practiced
Every experience is a moving force”
Contexts which shape and reshape new teachers’ identities
A dialogical approach to conceptualizing teacher identity
Exploring the professional role identities of experienced ESL teachers through reflective practice
Emotion and identity construction in teachers of young learners of English
Educating second language teachers
Sites of struggle
Funds of Professional Identity in Language Teacher Education
The Ethico‐politics of Teacher Identity
Qualitative inquiry and research design
Introduction
Identity and a Model of Investment in Applied Linguistics
In search of the essence of a good teacher
World Englishes in the Turkish sociolinguistic context
| Unique citing works | 1 |
|---|---|
| Citations per year | 0.5 |
| Citation span | 2024 - 2024 (1) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 1 |