Exploring the professional role identities of experienced ESL teachers through reflective practice

Exploring Teachers' Role Identity among Iranian EFL Teachers: A Narrative-based Research

“…He argued that "selfnarratives, or the stories people tell about themselves, help us to understand the ways in which individuals situate themselves and their activities in the world" (as cited in Barkhuizen et al, 2014, p. 2). Farrell (2011) suggested that "teachers can articulate their roles through their biographies, stories, and diaries and share with other teachers as they begin to construct and reconstruct their teaching worlds" (p. 60). Barkhuizen et al (2014) classified the prior conducted studies through narrative inquiry in the field of language pedagogy to five categories, i.e.…”

“…These identity conceptions are: (a) identity as a sense of subjectivity; (b) identity as a difference; (c) identity as a consciousness process; (d) identity as a kind of position; and (e) identity as a kind of narrative act. Farrell (2011) examined the notion of role identity among 3 ESL teachers in Canada. He constructed his framework to 3 main categories for teachers' role identity as follows: (a) teacher as a manager which considers how a teacher strived to manage what happened in the classroom and this main role identity sub-categorized to communication controller, vendor, entertainer, presenter, motivator, juggler, and arbitrator; (b) teacher as a professional which deals with how a teacher dedicates himself or herself to his/her work, and takes it very seriously and sub-categorized to learner, collaborator, and knowledgeable person; and (c) teacher as an acculturator which denotes that "where the teacher is seen as one who engages in activities outside the classroom and helps students become accustomed to the local culture" (Farrell, 2011, p. 58) and sub-divided into social worker, care-provider, and socializer.…”

“…The transcribed and written narrative data were coded and labeled based on the key terms and key phrases used by participants which characterized each domain of teachers' role identity. The codifications were done based on the literature and the theoretical frameworks, including the work of Wright (1987), Wenger (1998), Gee (2000-2001, Farrell (2011), andKummaravadivelu's (2012). The purpose of this step was to develop core concepts, properties, and categories (Ary et al 2014).…”

“…Although a lot of studies have been conducted in both EFL and ESL contexts (e.g. Bijaared, Verloop, & Vermunt, 2000;He & Lin, 2013;Farrell, 2011;Watson, 2006), there is a paucity of research on this subject in Iran as an EFL context. Therefore, by considering the nature of teacher role identity, this subject provides an opportunity for language teachers and teacher educators to Flourishing Creativity & Literacy think about "who of teaching and how teachers construct and reconstruct their views of their roles as language teachers and themselves in relation to their peers and their context" (Farrell, 2011, p. 54).…”

The EFL Teachers’ Perceptions of Teacher Identity: A Survey of Zhuangang and Non-zhuangang Primary School Teachers in China

“…For example, Tsui (2007) explores teachers' identity construction through an enquiry of an EFL teacher's narrative storytelling about his being an English teacher throughout his six years of teaching. The paper authored by Farrell (2011) reports on the formation of professional identity of three experienced teachers through analysis of the data coming from the author's regular meetings with them. Besides, some other studies (Ha, 2007;Yang & Bautista, 2008;Namaghi, 2009) investigated teacher identity from the qualitative approach.…”