Tracing one teacher candidate's discursive identity work

Haniford, Laura

doi:10.1016/j.tate.2009.10.041

Cited by 31 publications

(16 citation statements)

References 9 publications

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“…Thus, besides being "an organized collection of evidence about a teacher's best work that is selective, reflective, and collaborative" (Xu, 2004, p. 199), the portfolio is an intrinsic part of their professional identity. In fact, Haniford (2010) affirms that the discourse employed in a portfolio may be indicative of how practitioners construct their identity.…”

Section: Introductionmentioning

confidence: 82%

The Contribution of Portfolios to Professional Development in TESOL: An Investigation into Teachers’ Beliefs and Attitudes

Xerri¹,

Campbell²

2015

Language in Focus

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This article explores teachers' beliefs and attitudes in relation to the implementation of portfolios and their contribution to professional development in Malta. Based on the results of a mixed methods study, the article demonstrates that in order for the implementation of a portfolio system to cultivate professional development teachers' beliefs and attitudes need to be adequately examined. Through an investigation of such beliefs and attitudes, this study highlighted a number of issues that need to be considered in order to maximize the benefits of portfolios. Such research is necessary because itprovides an opportunity to foreground teacher agency with respect to effective portfolio implementation and use.

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Section: Introductionmentioning

confidence: 82%

The Contribution of Portfolios to Professional Development in TESOL: An Investigation into Teachers’ Beliefs and Attitudes

Xerri¹,

Campbell²

2015

Language in Focus

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“…Teacher education programs can facilitate the development of agency and prepare teacher candidates for this culture by devoting overt attention to teacher identity construction. PS teachers should understand that their perceptions of who they are and who they want to become as teachers are integral to their professional growth (Akkerman & Meijer, ; Haniford, ). They should become aware of the dynamic and plural nature of identity and recognize the interdependent relationships between identity and the school culture (Ruohotie‐Lyhty, ).…”

Section: Implications For the Preparation Of Teachersmentioning

confidence: 99%

Teacher leadership and the advancement of teacher agency

Allen

2018

Foreign Language Annals

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In keeping with the theme of this special issue, “Looking back, Moving forward,” the present article describes how Iowa is moving forward with its Teacher Leadership and Compensation (TLC) System. First implemented in school districts in the 2014–2015 year, the TLC System is designed to attract and support new teachers; make available meaningful teacher leadership roles, for which teachers receive supplemental salary; and provide high‐quality professional development. Today, every school district in the state of Iowa has a teacher leadership program in place with one of every four Iowa teachers holding a well‐defined, compensated leadership role. In order to participate fully in the new school culture created by the TLC System, it is imperative that teachers have agency, the ability and initiative to direct their own professional growth, and the opportunity to contribute to the growth of colleagues. Teacher education programs can advance preservice teacher agency by cultivating a growth mindset, implementing a dialogic pedagogy, and devoting attention to the construction of teacher identity.

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“…The implication of the study was to facilitate student teachers pedagogical education and to help positive identity formation through effective mentoring. Haniford (2010) demonstrated the process of discursively constructing teachers' professional identity through written plan and portfolios. A case study was conducted in an undergraduate teacher-training university in the United States.…”

Section: Teacher Identitymentioning

confidence: 99%

Collaborative Teacher-Students Talks on the Identity of Native vs. Nonnative English Teachers

Maghsoud

2018

IJELT

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The rise of English as an international language and English globalization has rekindled the debate over native vs.nonnative teachers’ identity in terms of their strengths and weaknesses in foreign language education. To contributeto the debate, this study explored EFL learners’ and teachers’ perceptions of native and nonnative teachers’ identity.Six nonnative teachers and their students (N=40) participated in collaborative talks to construct teacher identity inseparate discussion sessions. The conversations were transcribed to extract the main themes through content analysis.The findings showed that, from the students’ point of view, nonnative teachers enjoy bilingual advantage, have abetter understanding of learners’ culture, and are more capable in establishing rapport with learners. Regardingnative teachers, the students believed that they enjoy linguistic advantage and transfer L2 culture more competentlythan non-native teachers. The teachers had similar opinions about linguistic advantage, advanced/elementary levelinstruction, and art of teaching. However, they did not fully agree with nonnanative teachers’ bilingual advantage.The findings indicated that EFL learners and teachers prefer native and nonnative teachers in different respects andthat nativeness is not the sole determining factor in teacher identity.

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Tracing one teacher candidate's discursive identity work

Cited by 31 publications

References 9 publications

The Contribution of Portfolios to Professional Development in TESOL: An Investigation into Teachers’ Beliefs and Attitudes

The Contribution of Portfolios to Professional Development in TESOL: An Investigation into Teachers’ Beliefs and Attitudes

Teacher leadership and the advancement of teacher agency

Collaborative Teacher-Students Talks on the Identity of Native vs. Nonnative English Teachers

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