Too many constraints: five first-year EFL teachers’ professional identity construction

Ping, Wang

doi:10.1080/02619768.2020.1758662

Cited by 17 publications

(12 citation statements)

References 38 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Similar to Wang (2020), Golombek and Klager (2015) trace the tensions and contradictions novice teachers undergo while teaching an advanced grammar class in the USA. They emphasise the conflict between advanced grammar teachers' identity-in-activity, which they acquired while preparing for the exam, and the communication-focused instructors they hoped to be.…”

Section: Novice Teachers' Identity Developmentmentioning

confidence: 95%

“…After the completion of the teacher education program, engagement in learning communities, and teaching practicum, the most crucial stage ensues in the identity construction of novice teachers. During this stage, novice teachers undergo many challenges from institutional structures, norms, and external social contexts (Wang, 2020). They also experience a vast gap between their cognition on pedagogical content knowledge and expectation from the school or the gap between expectation and reality (Golombek & Klager, 2015), conflicting pre and in-service identity or the gap between teacher education and actual practice (Karalis Noel, 2021), and challenges of maintaining the relationship with colleagues during engagement in school activities (Trent, 2012).…”

Section: Novice Teachers' Identity Developmentmentioning

confidence: 99%

“…Novice teachers grapple with the challenges of balancing the pedagogical content knowledge and the contextual reality, expectation vs. reality, and other institutional environmental factors. Wang (2020), for example, highlights the three significant constraintsinstitutional, leadership, and contextualthat five first-year EFL teachers in China faced while constructing their identities. Regarding institutional constraints, the novice teachers found heavy workloads, large class sizes, and examination fixation tradition detrimental to their identity construction.…”

Section: Novice Teachers' Identity Developmentmentioning

confidence: 99%

“…The results emerged with interesting findings that researchers have used multiple sources of data collection apart from face-to-face retrospective storytelling sessions (Nguyen & Dao, 2019;Tsui, 2007). These include semi-structured interviews (Barkhuizen, 2016;Kayi-Aydar, 2015;Wang, 2020), narrative frames (Xu, 2014), open-ended questionnaires (Reis, 2011), informal conversations (Barkhuizen, 2016;Liu & Xu, 2013), self-reflection journals (Xie & Dong, 2020), and class observations (Li, 2020;Sung, 2019).…”

Section: Exploration Of English Teachers' Professional Identity Throu...mentioning

confidence: 99%

“…For instance, Tsui (2007), using face-to-face storytelling, reflective diaries, and semi-structured intensive conversations, explored the complex process of identity formation of an EFL teacher, Minfang, in his six years of teaching career in China. Wang (2020) studied five EFL teachers from different universities in China during their first year of the teacher education program. The duration of studies ranges from six months (Norton & Early, 2011) to ten years of life history (Xie & Dong, 2020), employing self-reflection journals, in-depth interviews, and many other data sources.…”

Section: Exploration Of English Teachers' Professional Identity Throu...mentioning

confidence: 99%

See 4 more Smart Citations

Narratives and Identities: A Critical Review of Empirical Studies From 2004 to 2022

Neupane

Gnawali

Kafle

2022

TEFLIN

View full text Add to dashboard Cite

Amidst the recent surge in English language teacher identity research, this article systematically reviews existing research studies (n=30) conducted on English language teacher identity across English as a foreign language (EFL), English as a second language (ESL), and native English-speaking contexts that employed narrative inquiry as its methodology. Employing Preferred Reporting Items for Systematic Reviews and Meta-Analysis (PRISMA) framework, the systematic review identifies major themes on teacher professional identity classifying articles on three broad stages of professional development from student teachers’ identity negotiation to novice teachers’ identity development and experienced teachers’ and teacher educators’ identity construction. It reveals that English language teachers’ identity is influenced by their practice in learning communities in varying contexts, macro factors like gender, race, ideology and discourse, critical incidents and agency, conflicting emotions, teacher education programs, and imagined identity and investing. In addition, the article offers a critical assessment of narrative inquiry in language teacher identity and gives suggestions for future research. Finally, it proposes a preliminary framework on the trajectory of identity construction and its implications for English language curriculum and teacher development.

show abstract

Section: Novice Teachers' Identity Developmentmentioning

confidence: 95%

Section: Novice Teachers' Identity Developmentmentioning

confidence: 99%

Section: Novice Teachers' Identity Developmentmentioning

confidence: 99%

Section: Exploration Of English Teachers' Professional Identity Throu...mentioning

confidence: 99%

Section: Exploration Of English Teachers' Professional Identity Throu...mentioning

confidence: 99%

See 3 more Smart Citations

Narratives and Identities: A Critical Review of Empirical Studies From 2004 to 2022

Neupane

Gnawali

Kafle

2022

TEFLIN

View full text Add to dashboard Cite

show abstract

Understanding teacher identity in teachers' professional lives: A systematic review of the literature

Rushton,

Rawlings Smith,

Steadman

et al. 2023

Review of Education

View full text Add to dashboard Cite

This article presents a systematic review of a substantial body of literature that considers the ways in which the concept of teacher identity has been used to understand and explore teachers' professional lives. The aim of the review was to go beyond the limitations of specific areas of teachers' practice to explore the broad and rich field of teachers' professional lives. Drawing on 412 articles from 2000–2021, the review demonstrates the growth in teacher identity research, particularly since 2010. Results from the review are categorised into seven thematic groups that span key areas related to teachers' professional lives: (1) Models and frameworks of professional lives; (2) Narratives of professional lives; (3) Becoming a teacher; (4) Contexts; (5) Communities; (6) Change, transition and conflict; and (7) Subject specialisms. The review reveals gaps in teacher identity research, such as: few research studies from Global South countries; a limited number of studies focusing on non‐core curriculum subjects, including arts, history, geography and physical education; fewer studies focusing on primary school and early years teacher identities; and a divide between identity scholarship and research, and policy and practice. The article concludes with a call for teacher identity research to be expanded and broadened with the aim to facilitate the progress of identity work in scholarship, policy and practice. Context and implicationsRationale for this studyIn the context of a growing body of research on teacher identity, particularly in the last decade, there remains a paucity of identity‐focused systematic reviews. Existing systematic reviews tend to focus on specific fields such as subject specialisms, teacher education and beginning teachers. However, far fewer reviews span the broader field of teachers' professional lives; this article responds to this gap in the literature.Why the new findings matterThe findings from this review are important in highlighting the most commonly explored areas in teacher identity research as it relates to teachers' professional lives. As such, the findings can inform policy and practice for teacher education and professional development at local, national and international scales. The findings also highlight gaps in the literature and the implications this may have on teacher identity scholarship.Implications for educational researchers and educatorsFirstly, educational researchers can identify key themes arising from existing teacher identity research studies. This can help them to focus on specific areas that would benefit from further research as well as providing them with a single space from which to draw on the existing corpus of research studies. Secondly, teacher identity research is important for the professional lives and practice of educators and this review provides educators with an opportunity to understand the teacher identity scholarly landscape and, in turn, apply findings from the research to their own professional practice.

show abstract

Probing the Sociocultural Relevance of TESOL in Three Stories of Becoming an English Teacher

Mirhosseini

Bayat

2022

TESOL Quarterly

View full text Add to dashboard Cite

Although critical views of language education have redefined teacher roles, teachers' understanding of their own position within the ideological contestations surrounding language teaching is not widely investigated. This narrative study explores the perspectives of three Iranian English language teachers on the sociocultural roles and responsibilities that they may assume for themselves and examines how such perspectives are shaped. In extensive multi‐session narrative interviews, the participants shared their stories of becoming a teacher, starting from their retrospection on teacher roles during their language learning. Our narrative analysis depicts their different trajectories of shaping conceptions of language teachers' sociocultural roles in three stages: as a language learner, as a student teacher, and as a beginner teacher. On this basis, their narrative accounts of becoming English teachers appear to indicate that critical sociocultural views still play a marginal role in actual teacher preparation processes and the field needs to further embrace critical approaches to language teacher education aimed at raising English language teachers' awareness of their sociocultural responsibility. Moreover, our participants' narratives illustrate that understanding the genesis of language teachers' teaching philosophies requires a wide perspective of their long‐term background of learning (to teach) the language.

show abstract

Too many constraints: five first-year EFL teachers’ professional identity construction

Cited by 17 publications

References 38 publications

Narratives and Identities: A Critical Review of Empirical Studies From 2004 to 2022

Narratives and Identities: A Critical Review of Empirical Studies From 2004 to 2022

Understanding teacher identity in teachers' professional lives: A systematic review of the literature

Probing the Sociocultural Relevance of TESOL in Three Stories of Becoming an English Teacher

Contact Info

Product

Resources

About