Becoming an EFL teacher abroad: the identity work of international pre-service teachers in Korea
Asian Englishes,
Год журнала:
2025,
Номер
unknown, С. 1 - 20
Опубликована: Фев. 6, 2025
Язык: Английский
Identity Development in Transition: A Duoethnography of Language Teachers Becoming Teacher Educators From an Ecological Perspective
TESOL Journal,
Год журнала:
2025,
Номер
16(1)
Опубликована: Фев. 14, 2025
ABSTRACT
Research
on
identity
in
teacher
education
and
professionalism
has
been
a
significant
issue
for
language
educators
terms
of
their
trajectories
career
development.
Examining
from
contextual
perspectives
can
assist
teachers
establishing
professional
self
order
to
facilitate
them
better
understand
negotiate
roles
as
both
educators.
Therefore,
it
is
worth
exploring
how
position
themselves
through
when
facing
new
challenges
revealing
various
issues
regarding
disruptions
This
paper
adopts
an
ecological
perspective
investigate
the
interrelatedness
environmental
systems,
ranging
proximal
environment
(such
family)
broader
societal
structures
culture).
employs
duoethnographic
approach
explore
authors'
unique
struggles
conflicts
with
evolving
identities
they
construct
development
within
context
higher
China,
drawing
over
15
years
working
experience
following
completion
degrees
UK.
Through
this
self‐reflective
inquiry,
authors
aim
comprehend
impact
(re)construction
(re)negotiation
shaped
by
disparate
backgrounds
life
experiences.
concludes
further
insights
navigating
reconstruction.
Язык: Английский
Language Teacher Agency and Identity in Internationalized Higher Education: An Ecological Perspective
International Journal of Applied Linguistics,
Год журнала:
2024,
Номер
unknown
Опубликована: Окт. 27, 2024
ABSTRACT
Substantial
literature
has
focused
on
language
teacher
agency
and
identity
in
relation
to
learners
classrooms.
Relatively
little
research
exists
regarding
the
nature
of
shaped
by
contextual
factors
brought
internationalization
education.
To
address
gap
literature,
this
study
explored
how
student
teachers
a
TESOL
program
negotiate
their
ecosystems
an
internationalized
institution
higher
education
while
contributing
different
ESL
programs.
While
pursuing
MA
degree
with
teaching
opportunity
at
Intensive
English
for
non‐matriculating
students
or
service
pathway
US
university,
seven
participated
semi‐structured
interviews,
which
were
triangulated
teachers’
portfolios
lesson
plans
reflection
papers.
The
analysis
demonstrated
agentic
beliefs,
choices,
practices
nested
education,
such
as
international
students’
needs
microsystem,
training
opportunities
mesosystem,
institutional
policy
practice
exosystem,
broad
cultural
norms
macrosystem.
Язык: Английский
Western-trained Vietnamese teachers’ EFL writing instruction: A collaborative autoethnography of tensions, emotion, and agency from an activity theoretical perspective
Journal of Second Language Writing,
Год журнала:
2024,
Номер
65, С. 101132 - 101132
Опубликована: Июль 27, 2024
In
response
to
the
need
for
more
attention
teachers
of
writing
(Lee,
2024),
this
collaborative
autoethnography
(CAE)
aims
explore
lived
experiences
Western-trained
teaching
EFL
in
tertiary-level
educational
context
Vietnam.
Drawing
upon
concepts
systemic
tensions,
emotion,
and
agency
from
an
activity
theoretical
perspective,
we
report
on
tensions
encountered
between
our
Western-based
TESOL
education
local
as
well
how
emotionally
agentively
responded
these
allow
practices
compatible
with
context.
Our
CAE
unveiled
a
host
intricate
multiple
components
systems.
These
triggered
emotional
responses,
which
turn
spurred
us
exercise
pedagogical
relational
reconstruct
cognition
implement
adaptive
pedagogies.
Notably,
dynamic
interplay
constituted
critical
fostered
emergence
participatory
content
knowledge
writing,
turn,
situated
possibilities
learning
writing.
The
study
provides
implications
teacher
relevant
stakeholders
regarding
better
support
like
transition
West
East.
Язык: Английский