Teacher identity formation through classroom practices in the post-method era: A systematic review

Golzar, Jawad

doi:10.1080/2331186x.2020.1853304

Cited by 23 publications

(12 citation statements)

References 38 publications

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“…Barahona & Ibaceta-Quijanes (2019) argue that this factor hampers teachers' identity development and job satisfaction, which is in line with what the teachers in this study said. It also results in a low degree of teachers' investment and commitment to their students' growth (Golzar, 2020).…”

Section: Discussionmentioning

confidence: 99%

English Teacher Professional Identity Tensions across Language Schools and Public Universities

Golzar

Miri

Nazari

2022

EFLIJ

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While research on language teachers’ identity construction has grown exponentially, little is known about the comparative analysis of language-school and university teachers’ identity construction. This study investigated the identity construction tensions of Afghan English language teachers in two different contexts: language schools and universities. Data were collected from 16 language-school and university teachers through extensive semi-structured interviews. Data analyses indicated similar and different tensions across the two contexts in influencing the teachers’ professional identity construction. Language-school teachers mentioned tensions such as nepotism, low teacher autonomy, and low communication between teachers and policymakers, and university teachers referred to tensions such as large heterogeneous classes, heavy workload, and segregated education. Additionally, both groups lamented over various socio-educational tensions such as the negative impact of war on English learning conceptions, biased perceptions about Afghan teachers, and lack of parental involvement in educational functioning. The study concludes with implications for addressing EFL teachers’ identity tensions.

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Section: Discussionmentioning

confidence: 99%

English Teacher Professional Identity Tensions across Language Schools and Public Universities

Golzar

Miri

Nazari

2022

EFLIJ

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“…For instance, teachers were not regarded as knowledge creators but as passive technicians. Golzar's (2020) systematic review more comprehensively detected the huge gap between theoretical recognition and actual implementation of PMP. For example, both Rajabieslami's (2016) and Chen's (2014) studies discovered that, whereas on the one hand practitioners expressed their acknowledgment of PMP, on the other hand they either gave way to the contextual barriers or implemented it in a distorted manner (e.g., being teacher-centred rather than student-centred).…”

Section: Postmethods Pedagogymentioning

confidence: 99%

“…On the one hand, PMP is upheld as empowering and inspiring for teachers; on the other, it is criticised as theoretically ideal but actually impractical (Akbari, 2008;Bell, 2003Bell, , 2007. Although an increasing number of studies have been exploring EFL teachers' perceptions and practice of PMP (Golzar, 2020;Islam, 2020;Kandel, 2019), a scarcity of research has been conducted in secondary EFL teaching contexts.…”

Section: Introductionmentioning

confidence: 99%

Revisiting postmethod pedagogy: Adopting and adapting Socratic circle to secondary EFL teaching

Sun

2021

TESOL Journal

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“…In view of recent studies, teacher identity has been conceptualized in different ways. Most scholars emphasized the teacher identity as dynamic, evolving, multiple, and pertinent to intrinsic interpersonal relationships with others ( Leigh, 2019 ; Golzar, 2020 ). Some others employed a dialogical approach to look at identity as influential to the teachers’ mentality and practices ( Akkerman and Meijer, 2011 ).…”

Section: Introductionmentioning

confidence: 99%

A New Conceptual Framework for Teacher Identity Development

2022

Self Cite

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Teacher identity has evolved from a core, inner, fixed, linear construct to a dynamic, multifaceted, context-dependent, dialogical, and intrinsically related phenomenon. Since little research has provided an inclusive framework to study teacher identity construction, this article proposes a novel conceptual framework that includes the following components: mirrors of power, discourse, the imagination of reality, investment, emotioncy, and capital. The above core constituents have been discussed thoroughly to trigger significant insights about teacher identity development.

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Teacher identity formation through classroom practices in the post-method era: A systematic review

Cited by 23 publications

References 38 publications

English Teacher Professional Identity Tensions across Language Schools and Public Universities

English Teacher Professional Identity Tensions across Language Schools and Public Universities

Revisiting postmethod pedagogy: Adopting and adapting Socratic circle to secondary EFL teaching

A New Conceptual Framework for Teacher Identity Development

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