The Role of Students in the Professional Identity Negotiations of a Mexican EFL Teacher

Avalos-Rivera, Alys

doi:10.1080/15348458.2019.1673754

Cited by 6 publications

(3 citation statements)

References 21 publications

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“…In terms of curriculum and subject matter, teachers of science (Lutovac & Kaasila, 2019;Murphy et al, 2017;Novelli & Ross, 2017), physical education (Fadale & Powell, 2017;Landi, 2018), arts (Kraehe, 2015) and most of all second languages (EFL) have been researched (Ahn, 2019;Aneja, 2016;Avalos-Rivera, 2019;Lieva, 2010;Liu & Xu, 2013;Loo, 2018;Pennington, 2016;Raman & Yiğitoğlu, 2018;Torres-Rocha, 2017;Trent, 2017;Wolf & de Costa, 2017). Although we studied many papers in this category, in terms of our STORIES OF TEACHERS' IDENTITY research project based on the field of humanities and an extensive body of literature in this field, we illustrate only the example of languages in this article.…”

Section: Subject-matter Portrayed In Teachers' Storiesmentioning

confidence: 99%

Stories of Teachers’ Identity: Between Personal and Professional Experience

Lojdová¹,

Vlčková²,

Nehyba³

2021

Studia paedagogica

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Teacher identity is one of the key factors influencing the form and quality of educational processes. The aim of our literature review is an analysis of research on teachers' narrative identity in primary and secondary education. We used the Web of Science database and selected studies from 2010-2020 in English. The analysis shows that the area of teacher identity can be viewed from the points of personal and professional identity and their interplay. The data about teacher identity were collected mostly as narratives showing teachers' experience of their profession and their selves. Professional identity is investigated in terms of diversity in classroom discourse, curriculum, and professional development. Research on a teachers' personal identity focuses primarily on gender, parenting, sexual orientation, ethnicity, culture, political orientation, and national identity. The study illustrates an interplay of professional and personal identity.

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Section: Subject-matter Portrayed In Teachers' Storiesmentioning

confidence: 99%

Stories of Teachers’ Identity: Between Personal and Professional Experience

Lojdová¹,

Vlčková²,

Nehyba³

2021

Studia paedagogica

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“…Current narrative research captures the construction of multiple teacher identities within different contexts, such as professional development stage (Henry & Mollstedt, 2021;Huang et al, 2019;Kauppinen et al, 2020;Schaefer, 2013;Trent, 2017 ), subject matter (Ahn, 2019;Avalos-Rivera, 2019;Landi, 2018;Lutovac & Kaasila, 2019) or gender and sexual orientation (Bracho & Hayes 2020;Llewellyn & Reynolds, 2021;Smith, 2018). However, although this research emphasizes the social construction of identity, it mainly describes the identity of individual teachers.…”

Section: Introductionmentioning

confidence: 99%

‘We’re the Ones Who Didn't Get Spat Out’: Collective Identity among Private Alternative Teachers

Lojdova

2024

Preprint

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<p> </p> <p>Current research shows the importance of teacher identity in understanding the educational process. The aim of our study is to describe the collective identity of teachers in a selected private school. We chose a narrative approach based on an analysis of five in-depth interviews with teachers. The results of this research show five collective teacher identity levels, each of which in some way delimits its relation to mainstream education. The formation and legitimation mechanisms of these identities within the teacher group are also described. The research contributes to the understanding of teachers and private schools, which are discussed not only in terms of social justice but also in terms of change of the whole educational system.</p>

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“…Although recent research (e.g., Avalos-Rivera, 2019;Feryok & Askaribigdeli, 2019;Kanno & Stuart, 2011) has explored the identity development of novice language teachers, this line of inquiry still needs more attention as emphasized by Farrell (2016). This line of research features the institutionallysanctioned, other-dependent, and vulnerable nature of novice teachers' identity development.…”

Section: Introductionmentioning

confidence: 99%