A Data-Driven Conceptualization of Language Teacher Identity in the Context of Public High Schools in IranReportar como inadecuado

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Teacher Education Quarterly, v36 n2 p111-124 Spr 2009

Teaching must be recognized "as a socially constructed activity that requires the interpretation and negotiation of meanings embedded within the context of the classroom." As part and parcel of this interpretation and negotiation, there is a continual redefinition of teacher identity. "Teaching and teacher identity are socially constructed through experiences in and with members of the teaching profession," and various student and other groups. Teachers who see their main task as that of responding to students' needs create a coidentity with their students. Thus teacher identity is constructed in activities that are responsive to students' needs. The professional identity of teachers can be described as a tension between the subjective and personal aspects of teaching and the intersubjective or collective aspects. That is, every teacher sees himself or herself as a "rational decision-maker"; however, he should also see himself through the roles he is socially expected to play, or through "cultural lenses." Thus in addition to being a rational decision-maker, every teacher sees himself/herself as a social being who responds to the particulars of a given culture. Teaching activities initially tend to be subjective. Over time, however, they tend to be more intersubjective or collective. Teacher preparation programs focus on the universal component of teacher knowledge. Research has demonstrated that teachers' sense of professional and personal identity is a key variable in their motivation and commitment to change. To foster change, the field is in urgent need of "field-internal" and data-driven conceptualizations that are deeply grounded in teachers' free expression of their identity in actual teaching situations. Such conceptualizations will help researchers contribute sounder concepts to language teacher identity rather than just consuming theory-driven concepts. This study aims to contribute to this line of research by exploring language teachers' self-conceptualizations in public high schools in Iran.

Descriptors: Language Teachers, Secondary School Teachers, Self Concept, Teacher Role, Social Influences, Public Schools, High Schools, Reflection, Grounded Theory, Interviews, Foreign Countries

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Autor: Namaghi, Seyyed Ali Ostovar

Fuente: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=1970&id=EJ857479

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