RELC Journal, Год журнала: 2024, Номер unknown
Опубликована: Дек. 10, 2024
Язык: Английский
International Journal of Applied Linguistics, Год журнала: 2025, Номер unknown
Опубликована: Янв. 23, 2025
ABSTRACT In this study, I employ critical autoethnographic narrative (CAN) as a teacher‐learning activity that pedagogizes identity in teacher education. specifically rely on white US‐born candidate's (Robert's) data, which included the following: four installments of CAN writing, recorded individual feedback meetings, one discussion board post, visual mapping CAN, rubric co‐construction, and final presentation. utilized inquiry procedures to analyze Robert's data examine how his emotions entangled with intersectional identities surrounding ideologies he constructed English second language writing. present my findings around major themes illustrative excerpts from Robert: (1) identities, (2) emotional responses dominant ideologies, (3) engagement acts agency, (4) tensions loci entanglement. discuss those relation use education, dimensions teachers’ understanding relationship between identity, ideologies. also share implications for educators who consider using or incorporating emotions, agency their practices.
Язык: Английский
Процитировано
0
International Journal of Applied Linguistics, Год журнала: 2025, Номер unknown
Опубликована: Фев. 11, 2025
ABSTRACT This study draws on data gleaned from multimodal identity tasks in an eight‐week telecollaboration project involving 120 pre‐service teachers two teacher education programs Türkiye and the United States. The authors explore what emotions expressed during their participation how intersected with agency construction. intersectionality of language teachers’ identities as informed study's conceptual framework. Utilizing critical discourse analysis, found that asserted projective by expressing through narrative tasks. findings showed work was influenced ecologically contextualized psycho‐emotional circumstances throughout project. Underscoring cannot be conceptualized without attending to agency, argue when intentionally integrated into courses, open experiential dimensions for engage agentive emotionally laden work. contributes research, highlighting supranational, multicultural, multilingual nature teachers' interactions while engaging online synchronous asynchronous activities.
Язык: Английский
Процитировано
0
Teaching and Teacher Education, Год журнала: 2025, Номер 158, С. 104967 - 104967
Опубликована: Фев. 20, 2025
Язык: Английский
Процитировано
0
RELC Journal, Год журнала: 2025, Номер 56(1), С. 207 - 213
Опубликована: Апрель 1, 2025
This viewpoint article adopts a mostly appreciative eye toward studies featured in this special issue, which look at how language teacher identity (LTI) is pedagogized by educators through variety of activities and assignments varying contexts settings across the globe. What stands out issue that concurrently provide critical offerings to both researchers field. The include many different kinds have been used, as well providing specifics for setting up these activities, could be especially helpful educators. Moreover, they show authors studied implementing their outcomes. Overall, I highlight four themes found prevalent several studies: first was practical implications were undertaken pedagogize LTI; second importance place context terms what purposes; third centrality emotions emotional labor surfaced LTI pedagogizing work; last focus on justice agency particular project candidates.
Язык: Английский
Процитировано
0
RELC Journal, Год журнала: 2024, Номер unknown
Опубликована: Окт. 24, 2024
Despite the emerging attempts to integrate identity work into teacher education programs, how can be incorporated professional development of in-service teachers is still an open question. This study reports on a program productive questioning that was offered secondary school English in Hong Kong. The aimed pedagogize for native English-speaking participants while they were engaging target pedagogic knowledge-base through identity-oriented activities. Using comparative case design, we drew data collected with narrative frames, stimulated recalls, and semi-structured interviews. Our thematic analysis revealed juxtaposed their enacted narrated identities by negotiating multiple externally defined roles, identified tensions reflecting academic cultures as transnational teachers, unveiled emotion labor becoming speaker findings highlight interface learning call focus well betterment policy
Язык: Английский
Процитировано
1
TESOL Journal, Год журнала: 2024, Номер unknown
Опубликована: Окт. 31, 2024
Abstract Language teacher educators all around the world work in multiple countries and institutions throughout their careers across institutional, national, academic cultures. As higher education becomes more transnational some regions (including Hong Kong), it has also become common for language to construct identities. This autoethnographic self‐study shares author's identity as informed by professional tensions he experienced while transitioning a new institutional culture Kong educator. narrates his story, unpacks how philosophies practices one another constructed identities different cultural contexts contact zones elaborates on revising zone. an early‐career educator, shows engaging narrative helped him adopt reflexive lens critically examine engagements cultures discourses.
Язык: Английский
Процитировано
1
RELC Journal, Год журнала: 2024, Номер unknown
Опубликована: Ноя. 8, 2024
In this study, I report on my use of critical autoethnographic narrative (CAN) writing with English language teacher candidates (TCs) in a graduate-level education course. that iterative, scaffolded activity, coached TCs to construct their identity and make visible themselves ideologies dominant the sociopolitical context teaching. Drawing data from CAN implementation Spring 2023, analyze Pamela's (pseudonym) case address research question: How does she her semester-long activity? The qualitative analysis demonstrates involved: (a) becoming social justice advocate, (b) grappling neurodiversity, (c) positioning as an evolving local contextualized practice. Based language, denies ‘one right way’ approach use, ‘teaching correcting errors’ approach, ‘assessment gatekeeping’ part identity. shows personal, professional, political dimensions teaching are intricately intertwined identity, construction involves tensions competing context.
Язык: Английский
Процитировано
0
RELC Journal, Год журнала: 2024, Номер unknown
Опубликована: Дек. 10, 2024
Язык: Английский
Процитировано
0