A teacher-in-context

Abstract

(a) what interpretative repertoires the participants employ with regard to conceptualizations of the language teaching profession (affiliation) which, in turn, determine (b) how they conceptualize themselves as language teacher practitioners with regard to their repertoires (attachme nt), and (c) how they express their agency through canonical self-presentations and responses to examiners' questions within the framework of their repertoires (autonomy).Based on the analysis of the study, five interpretative repertoires were identified: the examination-orientation repertoire, the self-positioning repertoire, the care-forothers repertoire, the change repertoire, and the making -a-difference repertoire. The obtained repertoires can be 'read' as the participants' self -evaluations with regard to their perceived teacher roles and the ability to express themselves.

In-service teachers’ interpretative repertoires about language: The teacher promotion examination context

“…Adamson, 2014;Jolanki et al, 2000;Lee at al., 2020;Zembylas et al, 2011), research in SLA in this area has been rather scarce. Most language learning and teaching studies employing interpretative repertoires have been conducted in Finland (Kalaja, 2016: 98-101) and there is one study dealing with in-service teachers' interpretative repertoires in the Polish context (Werbińska, 2017). By examining subject positions, the agency of a discourse user can be examined, with the focus on both meaning and content as opposed to a focus on content only (Barkhuizen, 2010).…”

“…In the Polish context, a study on in-service teachers' interpretative repertoires during their professional promotion interviews was conducted by Werbińska (2017) who identified the emerging repertoires from the teachers' spoken examination discourses. These included the exam-based repertoire, the self-positioning repertoire, the caring-for-other repertoire, the shift repertoire, and the making-a-difference repertoire.…”