A Dynamic Interplay of Professional Identities

Teacher-Researcher’s Identity (Re)Construction

Bibliographic Data

ID12392162
AuthorsKarolina Achirri (Divine Word College, corresponding author)
Year2020
Publication date2020-06-27
Open AccessYes
TypeARTICLE
VenueQualitative Report (JOURNAL)
Journal identifiersISSN: 1052-0147 • E-ISSN: 2160-3715
PublisherNova Southeastern University (PUBLISHER • US)
DOI10.46743/2160-3715/2020.4179
OpenAlexW3037355468
LanguageEN
Citations received3
References cited2

While recent years have seen a research interest in the concept of teacher identity, still less is known about the interplay between teacher-researcher identity. This issue is important for the fields of applied linguistics and teacher education because it sheds light on teacher-scholars’ identity realizations. In this study, I examine the interrelations of teacher and researcher identity across different contexts and spaces. Namely, I analyze the trajectories of one teacher as he moved through countries and educational experiences. Data sources included semi-structured interviews, artifacts, and email correspondence. Beginning with the assumption that identity is a complex, dynamic, multidimensional, negotiated, and co-constructed process, I generated and analyzed data through holistic coding (Saldaña, 2016). I found that the participant demonstrated perception of his professional identity as a teacher in terms of duty. I discuss the points of transition, where the participant’s identities were re-shaped. My findings contribute to the conversation about the dichotomous view of teaching and researching

Aesthetics · Conversation · Duty · Identity (music · Mathematics education · Participant observation · Pedagogy · Perception · Social science · Sociology · Teacher education · Educator Training and Historical Pedagogy · EFL/ESL Teaching and Learning · Psychology · Second Language Learning and Teaching · Communication · Social Psychology

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Open DOIOpen Access