The Formation of Language Teacher Professional Identity

Dorota Werbińska

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ISBN/ISSN:

978-83-7467-274-0

DOI:

Wydawnictwo:

Wydawnictwo Naukowe Uniwersytetu Pomorskiego w Słupsku

Rok wydania:

2017

Liczba stron:

530

XML:ISBN/ISSN:

ONIX MARC21

Bibliografia:

Werbińska, Dorota. The Formation of Language Teacher Professional Identity. Red. . Słupsk: Wydawnictwo Naukowe Uniwersytetu Pomorskiego w Słupsku, 2017, 530 s. ISBN 978-83-7467-274-0

Bibliografia refWorks:

RT Book, Whole

SR Electronic(1)

A1 Werbińska, D.

T1 The Formation of Language Teacher Professional Identity

PB Wydawnictwo Naukowe Uniwersytetu Pomorskiego w Słupsku

PP Słupsk

YR 2017

SN 978-83-7467-274-0

Bibliografia BibTex:

@Book{ 294110, author = "Werbińska, Dorota", editor = "", title = "The Formation of Language Teacher Professional Identity", publisher = "Wydawnictwo Naukowe Uniwersytetu Pomorskiego w Słupsku", year = "2017", address = "Słupsk", isbn = "978-83-7467-274-0" }

Bibliografia endNote:

TY - BOOK

AU - Werbińska, Dorota

ED -

TI - The Formation of Language Teacher Professional Identity

PB - Wydawnictwo Naukowe Uniwersytetu Pomorskiego w Słupsku

CY - Słupsk

PY - 2017

SN - 978-83-7467-274-0

ER -

Netografia (standard APA):

Werbińska, Dorota. The Formation of Language Teacher Professional Identity [baza danych online] Słupsk: Wydawnictwo Naukowe Uniwersytetu Pomorskiego w Słupsku, 2017 [dostęp: 15 07 2024]. Dostęp w Ibuk Libra: https://libra.ibuk.pl/reader/the-formation-of-language-teacher-professional-identity-dorota-werbinska-294110.

nauczanie języka obcego, zdolności językowe

It is because I see the examination of teacher identity as fundamental to understanding who teachers are and what they do in the language classroom that I have chosen to write this book. I hope this endeavour helps the area of language teacher ide...

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ISBN/ISSN:

978-83-7467-274-0

DOI:

Wydawnictwo:

Wydawnictwo Naukowe Uniwersytetu Pomorskiego w Słupsku

Rok wydania:

2017

Liczba stron:

530

XML:ISBN/ISSN:

ONIX MARC21

INTRODUCTION11
1.1 Theoretical Constructs of Identity18
CHAPTER ONE Identity: Selected Conceptual Issues18
Introduction18
1.1.1 Essentialist Concepts of Identity19
1.1.2 Poststructuralist Concepts of Identity21
1.1.3 Narrative and Discursive Concepts of Identity23
1.1.4 Identity Constructs – Summing up26
1.2 Basic Identity Distinctions27
1.2.1 Social Identity27
1.2.2 Personal Identity28
1.2.3 Professional Identity28
1.2.3.1 Marcia’s Statuses of Identity and Professional Identity29
1.2.3.2 Moral Development and Professional Identity31
1.3 Current Conceptualizations of Identity32
1.3.1 Wenger’s (1998) Communities of Practice33
1.3.2 Gee’s (2001) Identities34
1.3.3 Varghese et al.’s (2005) Views on Identity36
1.3.4 Clarke’s (2009) Diagram for Identity Work36
1.3.5 Benson et al.’s (2013) Facets of Identity38
1.3.6 Pennington’s (2015) Frames of Teacher Identity38
1.3.7 Trent’s (2015) Framework39
1.3.8 Pulling it Together: A Diagram for Three-A Teacher Identity Framework (3ATIF)40
List of FiguresFigure 1-1: The creation of Teacher Identity Framework (3ATIF)41
1.4 Conclusion of Chapter One43
CHAPTER TWO Language Teacher Identity Framework: A Theoretical Perspective44
Introduction44
2.1 The Construction of Professional Identity45
2.2 Language Teacher Affiliation46
2.2.1 Teacher Professionalism47
2.2.2 Ethicality49
2.2.3 Proximity and Positioning50
2.2.4 Imagined Communities53
2.2.5 Globality and Locality54
2.2.6 Investment55
2.2.7 Language Teacher Affiliation – Summing up56
Figure 2-1: Language teacher affiliation subdomains56
2.3 Language Teacher Attachment57
2.3.1 Language Teaching Practice58
2.3.2 Traditional vs. Constructivist Teaching61
2.3.3 Language Teacher Attachment – Summing up62
2.4 Language Teacher Autonomy63
Figure 2-2: Language teacher attachment subdomains63
2.4.1 Teacher Agency64
2.4.2 Teacher Reflection66
2.4.3 Teacher Resilience68
2.4.4 Language Teacher Autonomy – Summing up69
Figure 2-3: Language teacher autonomy subdomains69
2.5 Affiliation-Attachment-Autonomy – Summing up70
2.6 Other Theoretical Concepts72
2.6.1 Continuities72
2.6.2 Discontinuities73
2.7 Approaches to Language Teacher Change74
2.7.1 Norton’s Identity Approach74
2.7.2 Possible-Selves Theory76
2.7.3 Pulling it Together: A Diagram for Three-A Language Teacher Identity Framework (3ALTIF)78
2.8 Conclusion of Chapter Two78
Figure 2-4: The Three A Language Teacher Identity Framework (3ALTIF)79
CHAPTER THREE Research on Language Teacher Identity: A Review81
Introduction81
3.1 Investigating Identity82
3.1.1 Conversation Analysis82
3.1.2 Critical Discourse Analysis84
3.1.3 Narrative Analysis85
3.2 Research on Teacher Professional Identity86
3.2.1 North American Studies87
3.2.2 European Studies88
3.2.3 Australasia93
3.2.4 The Far East94
3.2.5 Israel94
3.2.6 South Africa94
3.2.7 Summary of General Education Teacher Identity Research95
3.3 Research on Language Teacher Professional Identity95
3.3.1 Language Teacher Identity: Focus on Identity Formation (Group One)96
List of TablesTable 3.1: Overview of language teacher professional identity studies with a focus on teacher formation98
3.3.2 Language Teacher Identity: Focus on Teacher Affiliation (Group Two)105
Table 3.2: Overview of language teacher professional identity studies with a focus on teacher affiliation106
3.3.3 Language Teacher Identity: Focus on Teacher Attachment (Group Three)116
Table 3.3: Overview of language teacher professional identity studies with a focus on teacher attachment117
3.3.4 Language Teacher Identity: Focus on Teacher Autonomy (Group Four)122
Table 3.4: Overview of language teacher professional identity studies with a focus on teacher autonomy123
3.3.5 Research on Teacher Identity in Poland129
3.4 Conclusion of Chapter Three132
4.1 Statement of Purpose133
CHAPTER FOUR Empirical Research on Language Teacher Professional Identity: Methodology133
Introduction133
4.2 Methodological Focus134
4.2.1 Phenomenographic Perspective136
4.2.2 Narrative Perspective138
4.3 Context and Participants141
Table 4.1: Groups, stages of the study and the number of participants141
4.4 Design of the Study142
4.4.1 Stage One143
4.4.2 Stage Two143
4.4.3 Stage Three144
4.4.4 Stage Four145
4.4.5 Four Teachers’ Trajectories146
4.5 Data Collection146
Table 4.2: The employment of research instruments147
4.6 Data Analysis154
4.6.1 General Information154
Table 4.3: Excerpt of data transcription155
4.6.2 Creating Phenomenographic Maps156
4.6.3 Restorying159
4.6.4 Working with Metaphors159
4.7 Researcher’s Position160
4.8 Characteristics of the Study162
4.8.1 Validity and Credibility162
4.8.2 Reliability and Dependability164
4.8.3 Generalizability and Transferability165
4.9 Methodological and Ethical Challenges165
4.9.1 Methodological Challenges166
4.9.2 Ethical Dilemmas167
4.10 Conclusion of Chapter Four169
5.1 Stage One: Aims and Context171
CHAPTER FIVE Empirical Research on Language Teacher Professional Identity: A Phenomenographic Study171
Introduction171
5.1.1 Preliminary Study172
5.1.1.1 Procedure173
5.1.1.2 Findings173
Table 5.1: Ways of understanding language studies with a teaching profile174
5.1.2 Affiliation-Shaped Identity179
5.1.2.1 Procedure180
5.1.2.2 Findings181
Figure 5-1: WTTFL statements and language teacher metaphors (Stage One)182
Table 5.2: Metaphors-derived images of teachers (Stage One)184
Table 5.3: Affiliation-shaped identity (Stage One)188
5.1.3 Attachment-Shaped Identity200
5.1.3.1 Procedure200
5.1.3.2 Findings201
Table 5.4: Attachment-shaped identity (Stage One)202
5.1.4 Autonomy-Shaped Identity223
5.1.4.1 Procedure223
5.1.4.2 Findings223
Table 5.5: Autonomy-shaped identity (Stage One)224
5.2 Stage Two: Aims and Context230
5.2.1 Affiliation-Shaped Identity231
5.2.1.1 Procedure231
5.2.1.2 Findings232
Figure 5-2: WTTFL statements and language teacher metaphors (Stage Two)233
Table 5.6: Metaphors-derived images of teachers (Stage Two)234
Table 5.7: Affiliation-shaped identity (Stage Two)238
5.2.2 Attachment-Shaped Identity247
5.2.2.1 Procedure248
5.2.2.2 Findings248
Table 5.8: Attachment-shaped identity (Stage Two)249
5.2.3 Autonomy-Based Identity270
5.2.3.1 Procedure270
5.2.3.2 Findings270
Table 5.9: Autonomy-shaped identity (Stage Two)271
5.3 Stage Three: Aims and Context284
5.3.1 Procedure285
5.3.2 Affiliation-Shaped Identity286
Figure 5-3: WTTFL statements and language teacher metaphors (Stage Three)287
Table 5.10: Metaphors-derived images of teachers (Stage Three)288
Table 5.11: Affiliation-shaped identity (Stage Three)293
5.3.3 Attachment-Shaped Identity310
Table 5.12: Attachment-shaped identity (Stage Three)311
5.3.4 Autonomy-Shaped Identity319
Table 5.13: Autonomy-shaped identity (Stage Three)319
5.4 Stage Four: Aims and Context329
5.4.1 Procedure330
Table 5.14: Information about participants and data collection in Stage Four330
5.4.2 Affiliation-Shaped Identity331
Figure 5-4: WTTFL statements and language teacher metaphors (Stage Four)332
Table 5.15: Affiliation-shaped identity (Stage Four)334
5.4.3 Attachment-Shaped Identity349
Table 5.16: Attachment-shaped identity (Stage Four)349
5.4.4 Autonomy-Shaped Identity356
Table 5.17: Autonomy-shaped identity (Stage Four)356
5.5 Discussion364
Figure 5-5: Continuities and discontinuities-shaped 3ALTIF (Stage One)367
Figure 5-6: Continuities and discontinuities-shaped 3ALTIF (Stage Two)373
Figure 5-7: Continuities and discontinuities-shaped 3ALTIF (Stage Three)379
Figure 5-8: Continuities and discontinuities-shaped 3ALTIF (Stage Four)384
5.6 Conclusion of Chapter Five390
6.1 Aims391
Empirical Research on Language Teacher Identity: Four Narrative Studies391
Introduction391
6.2 Participants392
Table 6.1: Case study participants394
6.3 Data Collection395
6.4 Data Analysis395
Table 6.2: Data collection instruments for constructing the participants’ stories395
6.5 Narrative Stories397
6.5.1 Vera’s Story (She intended to become a language teacher and works as one)397
6.5.2 Peter’s Story (He intended to become a language teacher but doesn’t work as one now)408
6.5.3 Iza’s Story (She did not intend to become a language teacher but now works as one)420
6.5.4 Jacob’s story (He did not intend to become a language teacher and doesn’t work as one)427
6.6 Discussion434
6.7 Conclusion of Chapter Six442
Conclusions, Limitations, Implications, and Further Research444
REFERENCES453
APPENDICES484
Appendix A484
Appendix B485
Appendix C486
Appendix D508
Appendix E509
Appendix F510
Appendix G511
Appendix H511

straintsandexploitpedagogicalpossibilitiesforstudentlearning,thefacility

withwhichtheyareabletoproblematizeapparentlyunproblematicissues,

andtheircontinualpreoccupationwithdevelopingnewskills.Although

thesetwoconceptualizationsofteacherexpertiseproduceslightlyHconflict-

ingimagesofteaching”(p.195),Tsui(2009)claimsthatHaprocess…medi-

atessuperiorperformance”(Tsui,2009,p.195)becauseitresultsfromhard

work,reflectionandthesettingofhigherandhighergoalsforoneself,rather

thanmerelybeingtheautomaticresultofworkinginthelanguageteaching

professionforanumberofyears.Inbrief,teacherprofessionalismischarac-

teristicofteacherswhotreattheirworkseriously,demonstrateagreatdeal

ofcommitmentandgobeyondminimumexpectationsbyconstantlyad-

dressingtheneedsoftheirlearners.

2.2.2Ethicality

Everyprofessionposesnormsandexpectationsforitspractitionerswhich

areunderstoodastheprofession’scollectivevaluesandmoralprinciples

(Welfel,2010),oreventheHhallmarkofprofessionalism”inaparticularoc-

cupation.Thisnormativeorientationiscommunicatedtoprospectiveteach-

erswho,inturn,canbemotivatedtopursuetheirworkineducationbecause

ofthemoralnatureofteaching(Sanger&Osguthorpe,2013),orHtheethic

ofcare”(Mockler,2011;Noddings,1984).Indeed,manyscholarsidentify

moralandethicalqualitiesasimportantineffectiveteaching(Zembylas

&Chubbuck,2015,p.184).Thosewhoconsciouslychoosetheteachingprofes-

sionsomewhatmakeacommitmentthattheywillobeytheteachingpro-

fession’scodeofethicsanditscollectivevalues.Thisisbecauseteachingis

ajobwhichinvolvespublicconfidence,andtheotherstakeholdersinthe

educationalprocess–pupils,theirparents,society–placetheirtrustinpro-

fessionalteacherswhoareexpectedtopossesssuchqualitiesasHethical

knowing”oraHmoralknowledgebase”(Kubanyiova,2014).Itisthereforeof

greatimportancehowteacherstalkabouttheireverydaylanguageteaching

practice,whatthoughtstheyholdaboutlearnersandwhattheydoatcritical

momentswhentheirvaluesareputtothetest.Eventeachers’personalclass-

roomdecisionstakenonaday-to-daybasisarecloselylinkedtotheirper-

sonalandindividualphilosophiesorinternalcodesofethics(O’Connor,

2008,p.121).Althoughcurrenteducationaldiscoursespromoterationalist

assumptions(forexample,improvingteachingbybetterplanningandeffi-

cienttechniques),thewayteachersdealwithclassroomclashesoriginate

fromthemoraldimensionoftheiridentities(cf.Johnston,2003).Therecog-

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