دانلود کتاب Language Teacher Identity Tensions: Nexus of Agency, Emotion, and Investment (Routledge Research in Language Education)

فهرست مطالب :

Cover
Endorsement Page
Half Title
Series Page
Title Page
Copyright Page
Table of Contents
List of Illustrations
Figures
Tables
List of Contributors
Foreword
References
Acknowledgments
Language Teacher Identity Tensions: An overview
References
Part I: Tensions and Teacher Identity Construction
Chapter 1: Making Sense of Teacher Identity Tensions through Critical Autoethnographic Narrative: Pedagogizing Identity in Teacher Education
Introduction
Identity-Oriented Teacher Learning Activities
Language Teacher Identity Tensions
An Empirical Study
Development and Implementation of Critical Autoethnographic Narrative
From Bedrettin’s Eye/I
From Ufuk’s Eye/I
Methods
Data Collection and Analysis
Findings
Tensions between Language “Accuracy” and “Fluency”: Transitioning from High School to an EMI University
Tensions of In-Betweenness at University: Socioeconomic Status, Culture, and Language
Tensions of Teaching without Formal Teacher Preparation
Discussion and Conclusion
References
Chapter 2: Systemic Tensions and ESOL Teacher Identity Development: From Affinity to Disaffinity
Introduction
Theoretical Frameworks and Literature Review
Gee’s Identity Framework
Engeström’s Activity Theory
An Empirical Study
Methodology
Context of the Study
Participant
Data Collection
Narrative Frames
Interviews
Teaching Journals
Data Analysis
Narrative Analysis
Analysis of Narrative
Findings
Strong Affinity with Teaching
Systemic Contradictions and Disaffinity
Discussion
Conclusion and Directions for Further Research
References
Chapter 3: Negotiating Tensions between Aspired and Practiced Identities: An Australian Case of Agency in Language–Content Teacher Collaboration
Introduction
Theoretical Framework
Language Teacher Identity and Identity Tensions
Language–Content Teacher Collaboration as a Site of Identity Tensions
The Relationship between Language Teacher Identity Tensions and Agency
An Empirical Study
Method
Findings and Discussion
Negotiating Identity Tensions Related to Collaborative Practices
Negotiating the Identity Tensions Related to Time Factors
Negotiating Identity Tensions Related to Content-Area Knowledge
Implications for Identity Tension
Conclusion and Directions for Future Research
References
Chapter 4: Age and Nationality: Identity Tensions in Kuwait
Introduction
Background
Theoretical Approach
Contextual Influences on Identity
Kuwaitization
An Empirical Study
Methodology
Findings
Tension 1: Being Young
Tension 2: Being Kuwaiti
Managing and Resolving Identity Tensions
Discussion
Conclusion and Implications
Appendix A: A Sample of Participants’ Written Narratives
Asma’s First Written Narrative
My Teaching Experience
Suad’s Second Textual Narrative—In Response to Asma
The Obstacles of Being Young
Suad’s First Narrative
References
Chapter 5: Borderland Negotiations of Personal–Professional Identity: South Korean University-Level Language Educators in Japan
Introduction
Theoretical Underpinnings and Existing Research
Complexifying “Criticality”
Language Education, Koreans in Japan, and Korea–Japan Relations: A Brief History
An Empirical Study
Approaching the Study: Narrative Inquiry
Research Question, Data Collection, and Analysis
Narratives
Min-jun
Hye-jin
Implications and Directions for Future Research
References
Chapter 6: Raciolinguistic Tensions in Translingual and Transnational Identity as Pedagogy
Introduction
Theoretical Background
An Empirical Study
The Context
Participants
Data Collection and Analysis
Findings and Discussion
Unraveling Discourses of Race and Language
Helen: Language Discourses of Deficit
Laila: Language and US-Based Intersectionality
Implications for Teacher Identity Tensions
Conclusion and Directions for Further Research
References
Chapter 7: Barriers to Entry as Barriers to Identity: Short Stories of the Struggles of Ethnic Minority English Language Teachers to Enter Teaching in Hong Kong
Introduction
Conceptual Framework: The Multifaceted Nature of Identity Work
EM Populations in Hong Kong
An Empirical Study
Method
Findings
Short Story One: Begging for a Job?
Who
Where
When
Short Story Two: All That Heaven Allows
Who
Where
When
Discussion and Implications for Teacher Identity Tensions
Conclusion and Directions for Further Research
References
Part II: Identity Tensions and Teacher Education
Chapter 8: Identity Tensions in Teacher Education
Introduction
Theoretical Framework
Student Teacher Identities
Poststructural Perspective on Language Teacher Students’ Development
An Empirical Study
Context of the Study and Participants
Data Source and Data Analysis
Findings
Entering the Teacher Education Program
Student Teacher 1: Helena
Student Teacher 2: Mari
Student Teacher 3: Elisa
During Studies
Student Teacher 1: Helena
Student Teacher 2: Mari
Student Teacher 3: Elisa
At the End of Studies
Student Teacher 1: Helena
Student Teacher 2: Mari
Student Teacher 3: Elisa
Identity Tensions at the Micro, Meso, and Macro Levels
Implications for Teacher Identity Tensions
Directions for Further Research
References
Chapter 9: Understanding and Promoting Inclusive TESOL through Participatory Community Engagements: A Duoethnographic Study
Introduction
Theoretical Underpinnings and Existing Research
The Syrian Refugee Crisis and Its Impact on Language Education in Türkiye
Teacher Agency in Critical Contexts: Navigating through the Refugee Crisis as Language Educators
An Empirical Study
Author-Researchers’ Selves
Özgehan and İrem’s Duoethnography: Study Design
Özgehan and İrem’s Duoethnography: Findings
Understanding (Un)Belonging and Refugee Learners’ Identity Work
Finding Balance in Our Learning and Tensions
Implications for Teacher Identity Tensions
Conclusion
References
Chapter 10: “I Am Not the Other”: A Yazidi American Teacher’s Identity Work
Introduction
Immigrant Teacher Identity and Models of Teacher Identity
Immigrant Language Teacher Identity
Identity (Re)sources
Identity and Investment
An Empirical Study
Method
Findings
“I Am Not the Other”
“We Are Not Against People”
“When I Looked at Them I See Myself”
Discussion
Implications for Teacher Identity Tensions
Conclusion and Directions for Further Research
Appendix
Interview Guide for Teachers
Subsequent Interviews
References
Chapter 11: Navigating Identities, Tensions, and (Non)agentive Positions in a TESOL Graduate Course: A Case Study of One Multilingual ESOL Pre-Service Teacher
Introduction
Background of Identity Tensions
Teacher Identities, Positioning, Tensions, and Agency for Social Justice
An Empirical Study
Method
Contextual Background and the Participant
Data Resources and Analysis
Findings
Citizenship Privileges and Immigration
Cultural and Racial Identities
White Privilege
Systemic Racism
Accentism
Implications for Teacher Identity Tensions
Conclusion and Directions for Further Research
References
Part III: Identity Tensions and Teacher Beliefs and Practices
Chapter 12: Language Teachers’ Gendered Identity: Unpacking Tensions in Agency, Instructional Practice, and Professional Development
Introduction
Conceptions of Teacher Gendered Identity
Research on Teacher Gendered Identity Tensions
An Empirical Study
Method
Findings
Discrimination in Favor of Male Teachers
Male Teachers’ Job Promotion
Male Teachers’ Higher Salary
Constraints on Female Teachers
Restrictions on Female Teachers’ Dress Code
Restrictions on Female Teachers to Be Part of the Community of Practice
Female Teachers’ Uneasy Interpersonal Relationships with the Opposite Gender
Female Teachers’ Uneasy Interpersonal Relationship with Students of the Opposite Gender
Female Teachers’ Uneasy Interpersonal Relationship with Colleagues of the Opposite Gender
Discussion and Implications for Teacher Identity Tensions
Conclusion and Directions for Further Research
References
Chapter 13: Enacting Well-Being: Identity and Agency Tensions for Two TESOL Educators
Introduction
Literature Review
Language Teacher Identity Tensions
Language Teacher Identity and Agency
Identity, Agency, and Well-being
An Empirical Study
Methods
Findings
Caring Teachers with Caring Practices
Raising Tensions
Resolving Tensions (or Not)
Conclusion and Implications for Teacher Identity Tensions
The Relation Between Agency, Identity, and Well-being
Benefits of Identity-Oriented Teacher Education
Challenges of Identity-Oriented Teacher Education
Ways Forward
References
Chapter 14: Language Teacher Professional Values, Identity Tensions, and Agentive Actions in the Adult ESL Setting
Introduction
Language Teacher Identity Tensions and Agency
An Empirical Study
Method
Findings: The Reciprocal Influence of Professional Values on Teacher Identity and Agency
Agnes Values Relationships with Others
Mary Values Community and Facilitating Learning
Suzy Values Cultural Diversity and Practical English
Practical Implications for Teacher Identity Tensions
Conclusion and Directions for Further Research
References
Chapter 15: Negotiating Identity Tensions through Feeling Power
Introduction
Literature Review on Language Teacher Emotion
Theoretical Framework: Feeling Power and Emotional Reflexivity
An Empirical Study
Research Questions
Methodology
Findings and Discussion
“I Am Not the Only One!”: Feeling Empowered through a Supportive Community
“I Recognize the Imbalance”: Recognizing and Locating Identity Tensions
“I Am a Different Teacher Now”: Feeling Power through Emotional Reflexivity
Implications for Teacher Identity Tensions
Conclusion and Directions for Further Research
References
Epilogue
References
Index