Pedagogical Coaching as Identity Work
Cultivating and Negotiating ESL Teacher Narrative Identities
Bibliographic Data
| ID | 12762182 |
|---|---|
| Authors | Brandon J Sherman (0000-0003-2953-480X, Indiana University – Purdue University Indianapolis, corresponding author), Annela Teemant (0000-0002-8044-6672, Indiana University – Purdue University Indianapolis) |
| Year | 2023 |
| Volume | 24 |
| Issue | 4 |
| Pages | 886-901 |
| Publication date | 2023-06-23 |
| Open Access | No |
| Type | ARTICLE |
| Venue | Journal of Language Identity & Education (JOURNAL) |
| Journal identifiers | ISSN: 1532-7701 • E-ISSN: 1534-8458 |
| Publisher | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.1080/15348458.2023.2224000 |
| OpenAlex | W4381884808 |
| Language | EN |
| Citations received | 7 |
| References cited | 40 |
Language teacher learning and professional identity can be understood as intertwined. Radical changes in practice entail changes in how teachers understand themselves. Thus, narratives of identity should be considered a significant concern of professional learning. Employing a narrative conception of identity, we argue that narrative identity work is a valuable channel for mediating and supporting teacher growth. We highlight how pedagogical coaching, a dialogic and longitudinal form of professional learning, can create a space for narrative identity work. Using a theoretical lens of narrative identity, we explore one pedagogical coach’s collaboration with two elementary ESL specialists over one school year. We consider how the coach employed identity work tactics to support teacher growth. In so doing, we posit two novel identity tactics: reflective articulation and narrative bricolage. This work highlights the potential of teacher narrative identity work in professional learning for ESL specialists particularly, and general education teachers broadly
Aesthetics · Coaching · Dialogic · Identity (music · Identity formation · Linguistics · Narrative · Narrative inquiry · Negotiation · Pedagogy · Social science · Sociology · Teacher education · EFL/ESL Teaching and Learning · Psychology · Reflective Practices in Education · Teacher Education and Leadership Studies
English language teachers' development of questioning skills
Coaching for Agency, Authority and Advocacy in Dual Language Bilingual Education
Unraveling the EFL expat
Longitudinal insights on transformative instructional coaching for DLBE teachers across diverse models and contexts
Hard-of-hearing language learners’ identities as developed through agentic self-positioning
Teachers as the nexus of theory and practice with multilingual learners
Contextos formativos associados à avaliação da aprendizagem e o movimento de constituição da identidade profissional de (futuros) professores que ensinam Matemática
Who I am in how I teach is the message
Teachers’ professional agency in contradictory times
Beyond ‘what works’
Identity work and play
Teacher Identity as Pedagogy
Working at a Cynical Distance
Talk, Small Stories, and Adolescent Identities
Provisional Selves
Evaluating Interpretive Inquiry
ESL Teachers’ Acting Agentively Through Job Crafting
Identity work in organizations and occupations
Teacher agency and identity commitment in curricular reform
Profiles and change in beginning teachers' professional identity tensions
Reconsidering research on teachers’ professional identity
Development and validation of a measure of Critical Stance for instructional coaching
Sites of struggle
Reading Coaches and the Relationship Between Policy and Practice
Agency, identity, power
The Ethico‐politics of Teacher Identity
Narrative, life story and manager identity
Introduction
Identities and Insecurities
Telling Identities
Theorizing Language Teacher Identity
Positioning
The Constant Comparative Analysis Method Outside of Grounded Theory
Five Misunderstandings About Case-Study Research
| Citations per year | 2.33 |
|---|---|
| Citation span | 2023 - 2026 (4) |
| Highly cited | No |