Understanding tertiary EFL teacher learning and identity development: a cultural-historical activity theory perspective DOI Open Access
Xia Li,

JINFEN XU

Porta Linguarum Revista Interuniversitaria de Didáctica de las Lenguas Extranjeras, Journal Year: 2023, Volume and Issue: unknown

Published: Dec. 22, 2023

Though current scholarship has conducted much research on teacher learning and identity respectively, there are limited empirical studies examining the combination of these two constructs. This study, drawing upon cultural-historical activity theory, aims at exploring tertiary EFL teachers’ specific processes how they develop their identities through learning. Data sources include observations, interviews, informal communications artifacts concerning participants’ constructions. The findings reveal that is an expansive process starts with triggering events, reflection permeates all phases Besides, driven by multiple contradictions. Faced contradictions, teachers exert agency, negotiate significant others cross various boundaries in activities, which eventually promotes development. provide implications for further explorations identity. FUNDING INFORMATION. work was supported [Youth Fund Humanities Social Sciences Research Ministry Education] under Grant [22YJC740041]; [General Project Philosophy Science Colleges Universities] [2022SJYB2210]; [Chinese Scholarship Council] [202208320214]; [Higher Education Reform Jiangsu University] [2021JGYB081].

Language: Английский

Speaking Up, Pushing Back, Closing the Door: Agency of Open and Covert Teacher Resistance in Dual-Language Bilingual Education DOI Creative Commons
Brandon Sherman, Trish Morita‐Mullaney, Jennifer Renn

et al.

AERA Open, Journal Year: 2025, Volume and Issue: 11

Published: Jan. 1, 2025

The increasing prominence of dual-language bilingual education (DLBE) in the United States necessitates deeper understanding institutional roles and professional identities DLBE teachers, particularly when incongruent. We qualitatively analyzed teacher resistance discordant situations as discussed conferences between teachers a instructional coach two districts over 2 years. In these conversations, we found distinction nonconfrontational open, direct resistance. applied an agentive triad model identity, agency, power to understand how navigated their schools. Teachers acted from different identity positions, including compliance, anagentive compliance (without agency), Findings theorization demonstrate that programs present special considerations for role, Moreover, context-specific characteristics, program age, model, administration, may impact teachers’ approach are relevant successful implementation equity focused coaching.

Language: Английский

Citations

1
An ecological inquiry into the identity formation of a novice TESOL research mentor: Critical autoethnographic narratives in focus DOI
Jaber Kamali

Language Teaching Research, Journal Year: 2024, Volume and Issue: unknown

Published: May 21, 2024

This study reports on the identity formation of author as a novice research mentor an independent course for TESOL teachers over six months (from design to first submission). The data is collected from four critical autoethnographic narratives written by before, during, and after this period. were analysed thematically with eye theoretical underpinning study, i.e. ecological perspective, in three layers namely micro-, meso-, macrosystem. results revealed that author’s construction was influenced different factors such ‘autonomy mentoring’, ‘mediating mentorship’, or ‘academic recognition’ levels educational ecology. can motivate mentors teacher educators, specifically ones, find some similarities ideas discussed record their lived experiences tool reflection.

Language: Английский

Citations

4
Hard-of-hearing language learners’ identities as developed through agentic self-positioning DOI
Yifan Yang, Hao Xu

Language Culture and Curriculum, Journal Year: 2025, Volume and Issue: unknown, P. 1 - 16

Published: Jan. 25, 2025

Language: Английский

Citations

0
Empowering EAP teachers of Chinese: a narrative inquiry into professional development for Chinese students’ listening instruction in Melbourne DOI Creative Commons
Dan Zhou

Research Square (Research Square), Journal Year: 2025, Volume and Issue: unknown

Published: Feb. 26, 2025

Abstract As the programme of English for academic purposes (EAP) has gained popularity in recent decades, teachers’ professional development (PD) this field drawn increasing scholarly attention. The reason behind it is that PD significantly contributes to teaching quality, facilitating effective classroom practices. However, given complexity students’ needs, concerns have emerged about whether current adequately supports growth. This study investigates landscape EAP teachers Chinese, specifically focusing on listening newly arrived Chinese tertiary students Melbourne. Through narrative inquiry with semi-structured interviews, research gathers personal accounts from three teachers. Grounded sociocultural theory, thematic analysis employed synthesise data. findings reveal strive employ adaptive strategies address learners’ needs and proactively engage PD. Also, their experiences suggest a need frequent systematic support alleviate challenges associated teaching. not only provides leaders valuable insights creating supportive environment through systematisation, but also offers theoretical foundation researchers explore

Language: Английский

Citations

0
Coaching for Agency, Authority and Advocacy in Dual Language Bilingual Education DOI Creative Commons
Brandon Sherman, Jennifer Renn, Trish Morita‐Mullaney

et al.

Education Sciences, Journal Year: 2025, Volume and Issue: 15(3), P. 328 - 328

Published: March 6, 2025

In education broadly, and in dual language bilingual (DLBE) specifically, advocacy for marginalized student populations is recognized as a teacher’s responsibility. Yet, represents both an orientation skill set that teachers must develop. Therefore, there need to better understand how can be supported developing their capacity advocate. Approaching terms of teacher agency authority, we look at one form professional learning support, instructional coaching. this comparative qualitative case study, explore experienced coach collaborated with four DLBE help them develop agentive advocates students. We draw on the Vygotsky space theoretical model cases suggest augmentations based findings analysis. Though all made progress growing advocates, constructivist highlights differences pace, scope, action among them. The also three points existing where appeared influence growth: Encounter, appropriation, pre-publication. Insights into coaching, advocacy, have implications supporting agentively advocating students charge beyond.

Language: Английский

Citations

0
Teachers as the nexus of theory and practice with multilingual learners: A teacher's journey of becoming DOI Creative Commons
Brandon Sherman, Annela Teemant, Josh Prada

et al.

System, Journal Year: 2025, Volume and Issue: 131, P. 103664 - 103664

Published: April 7, 2025

Language: Английский

Citations

0
The long arc of learning: Perspectives and innovations from 20 years of U.S. National Professional Development Program projects DOI Creative Commons
Annela Teemant, Brandon Sherman,

Serena Tyra

et al.

TESOL Journal, Journal Year: 2024, Volume and Issue: 15(4)

Published: Oct. 15, 2024

Abstract U.S. National Professional Development (NPD) grants can afford a longitudinal understanding of how teachers learn to support English learners. When NPD projects are completed successively and successfully, they provide an even greater arc understanding. This article chronicles the designs lessons learned across five between 2002 2023. Each grant represents snapshot in time, presenting set assumptions from field, programmatic innovations, insights research outcomes. From highlighting difference incremental radical pedagogical change what it takes move beyond individual teacher systemic benefiting multilingual learners, outlines succession aspirations (capacity building, sustainability, scalability), experiences, changing conditions, data points framing new cycles praxis. offers implications for theory, practice, research. It stands as argument adapting, innovating, moving status quo inspire more innovation preparation

Language: Английский

Citations

3
Unraveling the EFL expat: challenging privilege through borderlands and Asia as Method DOI
Brandon Sherman

Asia Pacific Education Review, Journal Year: 2022, Volume and Issue: 24(2), P. 239 - 250

Published: Aug. 22, 2022

Language: Английский

Citations

8
Contextos formativos associados à avaliação da aprendizagem e o movimento de constituição da identidade profissional de (futuros) professores que ensinam Matemática: uma análise de artigos brasileiros DOI Creative Commons
Paulo Henrique Rodrigues, Gabriel dos Santos e Silva, Pamela Emanueli Alves Ferreira

et al.

Revista NUPEM, Journal Year: 2024, Volume and Issue: 16(39)

Published: Sept. 20, 2024

O objetivo deste artigo é apresentar e discutir características de contextos formativos associados à avaliação da aprendizagem que dialogam com o movimento constituição Identidade Profissional (futuros) professores ensinam Matemática. Foi realizada uma análise artigos investigaram na busca por essas características. corpus correspondeu a oito artigos, levantados no Portal Periódicos Capes, partir das expressões “avaliação aprendizagem”, “formação professores”, “Matemática”. possível identificar 3 eixos temáticos: contexto formativo práticas âmbito formação inicial associadas em Matemática, desenvolvimento narrativas Matemática cursos continuada Como conclusão afirma-se que, dentre outros aspectos, articulação entre duas temáticas teóricas promissora para investigações futuras.

Citations

0
Understanding tertiary EFL teacher learning and identity development: a cultural-historical activity theory perspective DOI Open Access
Xia Li,

JINFEN XU

Porta Linguarum Revista Interuniversitaria de Didáctica de las Lenguas Extranjeras, Journal Year: 2023, Volume and Issue: unknown

Published: Dec. 22, 2023

Though current scholarship has conducted much research on teacher learning and identity respectively, there are limited empirical studies examining the combination of these two constructs. This study, drawing upon cultural-historical activity theory, aims at exploring tertiary EFL teachers’ specific processes how they develop their identities through learning. Data sources include observations, interviews, informal communications artifacts concerning participants’ constructions. The findings reveal that is an expansive process starts with triggering events, reflection permeates all phases Besides, driven by multiple contradictions. Faced contradictions, teachers exert agency, negotiate significant others cross various boundaries in activities, which eventually promotes development. provide implications for further explorations identity. FUNDING INFORMATION. work was supported [Youth Fund Humanities Social Sciences Research Ministry Education] under Grant [22YJC740041]; [General Project Philosophy Science Colleges Universities] [2022SJYB2210]; [Chinese Scholarship Council] [202208320214]; [Higher Education Reform Jiangsu University] [2021JGYB081].

Language: Английский

Citations

0