Title: Building foundation on sand : certified TEFL teachers' shifting identity through practice
Source document: Studia paedagogica. 2018, vol. 23, iss. 2, pp. [159]-174
Extent
[159]-174
-
ISSN1803-7437 (print)2336-4521 (online)
Persistent identifier (DOI): https://doi.org/10.5817/SP2018-2-9
Stable URL (handle): https://hdl.handle.net/11222.digilib/138256
Type: Article
Language
License: Not specified license
Notice: These citations are automatically created and might not follow citation rules properly.
Abstract(s)
The contemporary research on the development of teachers' professional learning and professional identity for a large section of teachers in English as a foreign language (EFL) is woefully underdeveloped. Where previous research focuses on traditionally trained teachers, this project works with teachers trained and certified by private language schools. It examines their perception of development in learning and identity through the lens of Lave and Wenger's theories on professional learning and identity. The data comes from three in-depth interviews from a pilot project of a larger doctoral research project. The primary research questions are: (1) How do non-traditionally trained EFL teachers construct their professional identity? And (2) How do such teachers construct their professional development? The findings push back against and add nuance to the current framework for the development of learning and identity through practice as this teaching population come to and stay in teaching for reasons different yet related to their traditionally trained counterparts.
Note
This article is part of the "European Doctorate in Teacher Education" (EDiTE) project that has received funding from the European Union's Horizon 2020 research and innovation program under Marie-Sklodowska-Curie grant agreement number 676452.
References
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[2] Crystal, D. (2012). English as a global language. Cambridge: Cambridge University Press.
[3] Danielewicz, J. (2014). Teaching selves: Identity, pedagogy, and teacher education. Albany, NY: SUNY Press.
[4] English Language Schools Directory. (n.d). Retrieved from https://www.oxfordseminars.com/esl-schools-directory/
[5] European Commission. (2012). Europeans and their languages. Special Eurobarometer 386. Retrieved from http://ec.europa.eu/public_opinion/archives/ebs/ebs_386_en.pdf
[6] Green, T. (2005). Staying in touch: tracking the career paths of CELTA graduates. Research Notes, 19, 7–11.
[7] Global Silicon Valley Advisors. (2012). Education sector factbook 2012. [Online]. Retrieved from https://commoncorediva.files.wordpress.com/2014/09/2012-gsv-education-sectorfactbook.pdf
[8] Hoare, S. (2010). Rising demand gives English-speaking teachers a world of choice. The Guardian, November 30, 2010. Retrieved from https://www.theguardian.com/education/2010/nov/30/international-schools-english-teachers-hoare
[9] Hobbs, V. (2013). 'A basic starter pack': the TESOL Certificate as a course in survival. ELT Journal, 67(2), 163–174. | DOI 10.1093/elt/ccs078
[10] How large is the job market for English teachers abroad? (n.d). Retrieved from https://www.internationalteflacademy.com/faq/bid/102201/how-large-is-the-job-market-for-englishteachers-abroad
[11] Johnston, B. (1997). Do EFL teachers have careers? Tesol Quarterly, 31(4), 681–712. | DOI 10.2307/3587756
[12] Kanno, Y., & Stuart, C. (2011). Learning to become a second language teacher: identitiesin-practice. The Modern Language Journal, 95(2), 236–252. | DOI 10.1111/j.1540-4781.2011.01178.x
[13] Lave, J. (1996). Teaching, as learning, in practice. Mind, Culture, and Activity, 3(3), 149–164.
[14] Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge: Cambridge University Press.
[15] Maley, A. (1992). An open letter to 'the profession' via the Editor of ELT Journal. ELT Journal, 46(1), 96–99. | DOI 10.1093/elt/46.1.96
[16] Mullock, B. (2009). Motivations and rewards in teaching English overseas: A portrait of expatriate TEFL teachers in South-East Asia. [Online]. Prospect, 24(2), 4–19. Retrieved from http://www.ameprc.mq.edu.au/docs/prospect_journal/volume_24_no_2/Barbara_Mullock.pdf
[17] Roger, A. E. (2010). From working holiday to serious professional career: Why TEFL has to change. The Kanda Journal, 22, 141–151.
[18] Varghese, M., Morgan, B., Johnston, B., & Johnson, K. A. (2005). Theorizing language teacher identity: Three perspectives and beyond. Journal of Language, Identity, and Education, 4(1), 21–44. | DOI 10.1207/s15327701jlie0401_2
[19] Wenger, E. (1998). Communities of practice: Learning, meaning, and identity. Cambridge: Cambridge University Press.
[20] Wenger-Trayner, E., & Wenger-Trayner, B. (2015). Communities of practice: A brief introduction. [Online]. Retrieved from http://wenger-trayner.com/introduction-to-communities-of-practice/