Buch, Englisch, Band 57, 312 Seiten, Format (B × H): 160 mm x 241 mm, Gewicht: 725 g
Reihe: Educational Linguistics
Researching, Theorising and Enacting
Buch, Englisch, Band 57, 312 Seiten, Format (B × H): 160 mm x 241 mm, Gewicht: 725 g
Reihe: Educational Linguistics
ISBN: 978-3-031-13160-8
Verlag: Springer International Publishing
What does it mean to be a teacher of English as a second language in an age of globalization, new media, technological revolution and de-institutionalized knowledge? How do teachers gain pre-service and in-service expertise, a sense of professional identity, and educational integrity? And how have they dealt with the extra-burden imposed by the pandemic? This thought-provoking volume offers valuable perspectives on these important issues in the professional development of English teachers worldwide. — Prof. Claire Kramsch, University of California, Berkeley, USA.
The way we see ourselves and are seen by others influences our social and professional interactions. Teacher identity and sense of agency is therefore not merely a matter of research interest for it impacts learners and learning, which makes thetopic of this book extremely important. With chapters located in a wide range of countries – from USA to Australia via UAE, Thailand and others – and drawing on a variety of research methods, the book synthesizes extant research and develops many new research avenues. It does so not only with theory in mind but with practical lessons for teachers and teacher educators and thus becomes an essential volume for our libraries and studies. — Prof. Michael Byram, University of Durham, UK.
In this compelling collection, co-edited by Karim Sadeghi and Farah Ghaderi, the authors address key questions about language teacher identity in contemporary applied linguistics: What is the relationship between language teacher identity and language teacher agency? To what extent does ideology impact language teacher identity? How do language teachers navigate an increasingly globalized and unequal world? Authors from different regions of the world draw on diverse methodologies to share insightful research on both pre-service and in-service language teacher identity, making an important contribution to applied linguistics and TESOL at a time of great social and educational change. — Prof. Bonny Norton (FRSC), University Killam Professor and Distinguished University Scholar, University of British Columbia, Canada.
“Theory and Practice in Second Language Teacher Identity” captures recent thinking about language teacher identity. The broad array of excellent chapter contributions explores multiple dimensions of identity, from teacher agency and emotions to the disruptive effects of the Covid pandemic on teachers’ professional lives and practices. The studies draw on a number of theoretical perspectives and demonstrate the use of both familiar and innovative research methodologies. The relevant topics, the up-to-date bibliographic sources, and the useful research findings make this edited volume an essential addition to your bookshelf. — Prof. Gary Barkhuizen, University of Auckland, New Zealand.
Zielgruppe
Research
Autoren/Hrsg.
Fachgebiete
- Geisteswissenschaften Sprachwissenschaft Angewandte Sprachwissenschaft
- Sozialwissenschaften Psychologie Allgemeine Psychologie Entwicklungspsychologie Pädagogische Psychologie
- Sozialwissenschaften Pädagogik Pädagogik Pädagogische Psychologie
- Geisteswissenschaften Sprachwissenschaft Fremdsprachenerwerb und -didaktik
- Sozialwissenschaften Pädagogik Lehrerausbildung, Unterricht & Didaktik Lehrerausbildung
Weitere Infos & Material
Foreword.- 1. Introduction to Research and Practice in Second Language Teacher Identity.- Part I. Theoretical Stances.- 2. Research on Second Language Teacher Identity: A Systematic Review.- 3. Local English Teacher Identities in a Globalized Economy.- 4. Identity Formation in Beginning English Teachers.- 5. Second Language Teacher Identity: A Synthesis of Reflections from Applied Linguists.- 6. Understanding Language Teacher Agency.- 7. An Arts-informed Teacher Identity for Intercultural Language Teaching.- Part II. Identity Development of Pre-service L2 Teachers.- 8. Learning to Teach: A Discursive Construction of Pre-service EFL Teachers’ Identities.- 9. Co-constructing Intercultural Identity in the Work-Integrated Learning: Pre-service TESOL Teachers’ Professional Development.- 10. Teacher Identity and Investment: First Year Language Teacher Students Investing in their Future Profession.- 11. Language Teacher Educator’s Identity Work in Using Critical Autoethnographyas a Teacher-Learning Activity.- 12. Learning to Become an English Language Teacher: Examining Professional Identities of a Chinese ESL Teacher Candidate in the U.S.-Based Practicum.- Part III. Pandemic, Technology, and In-service L2 Teacher’s Identity Development.- 13. ‘Becoming more of a fairy godmother type of teacher’: Teacher Identity Negotiation in a Time of Pandemic.- 14. Novice Teachers’ Technology Integration and Professional Identity Reframing in the Chinese as an Additional Language Classroom.- 15. Tasha’s Story: An Account of Transnational Black American Language Teacher Identity.- 16. Revisiting Past Selves: Race, Gender and the Dynamic Nature of Language Teacher Identity, Luke Lawrence.- 17. Exploring Modern Language Teachers’ Professional Identity through Visual Self-representations of Professional Lifelong Journeys.- 18. The Interplay of Ecological Influences in Language Teacher Identity and Agency Negotiation.- 19. Understanding Positional Identities of ESL Teachers in Response to Identity Conflicts through an Analysis of Emotions and Agency.- 20. The Development of EFL Teachers’ Identity through Forming Visions.- Afterword.
