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ceptualizationsofthetermasitisdelineatedinliteratureontheteacher.My
overallintentionistoprovideatheoreticalfoundationforthenotionofiden-
tityingeneral,pointoutthattheconceptofidentitycanbeapproachedfrom
anumberofperspectivesandsuggestaprovisionalframeworkforteacher
identity(3ATIF)whichembracestheconceptsofidentitydiscussed.
ChapterTwoisdevotedtobetterelucidatingthethreecomponents(the
socalledthreeAs)ofthe3ATIFwhichincludeslanguageteacheraffiliation,
languageteacherattachmentandlanguageteacherautonomy.Theirdiscus-
sioninChapterTwoprovidesanimportanttheoreticalbackgroundtothere-
searchstudywhichisdescribedlaterintheempiricalpartofthebook.
Likewise,twootherusefulconceptsareintroduced:continuitiesanddisconti-
nuities,bothofwhicharereferredtoinfurtherpartsofthestudy.Thechap-
terendswiththelanguageteacheridentityframework(3ALTIF)whichis
usedtodiscusslanguageteacherprofessionalidentityinthisbook.
ChapterThreeprovidesareviewofempiricalresearchonteacherprofes-
sionalidentity.Apartfrompresentingthemainapproachestoinvestigating
identityusedintheliterature,itsprincipalfocusistodiscussthemajorthe-
maticstrandsthatcanbefoundinstudieswhichexamineteacheridentities
and,then,instudiesoflanguageteacheridentities.Theresultsoflanguage
teacheridentityresearchareintentionallypresentedfromtheperspectivesof
teacherformation(thetitleofthisbook)andthethreeAs(Affiliation,At-
tachment,Autonomy)ofthe3ALTIFmodel,bothofwhichareobjectsofin-
vestigationintheempiricalpart.Thechapterendswithanoverviewofem-
piricalresearchonteacheridentityinPoland.
ChapterFouropenstheempiricalpart,anddescribesthegeneralaimof
theresearchprojectwhichwasconductedforthepurposeofthiswork.It
heraldsthefourcriticalperiodsintheformationofteacherprofessional
identitieswhichwillbediscussedinthesubsequentchapters:priorinflu-
ences(motivationsforenteringateachingdegreeandpastexperiencesas
pupils),initialteacherdevelopment(perceptionsofcoursesexperiencedat
university),teachingpractice(perceptionsoffieldexperiencesinschools),
andcontextsofrealteaching(perceptionsofteachingandsocializationpro-
cessesintheschoolculturesinwhichtheywork).Focusisplacedontheuse
ofqualitativemethodsinthestudy,anddescriptionofitscontext,partici-
pants,instruments,design,andprocedures.Logistical,methodologicaland
ethicalchallengeswhichwereexperiencedwhileconductingtheproject
closethechapter.
ChapterFivepresentsthefindingsofthephenomenographicstudy.Em-
bracingfourconsecutivestageswhichexplorethedevelopmentoflanguage
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