Exploring Language Teacher Identity Work as Ethical Self-Formation

Autor/inn/en	Miller, Elizabeth R.; Morgan, Brian; Medina, Adriana L.
Titel	Exploring Language Teacher Identity Work as Ethical Self-Formation
Quelle	In: Modern Language Journal, 101 (2017), S.91-105 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0026-7902
DOI	10.1111/modl.12371
Schlagwörter	Second Language Learning; Second Language Instruction; Language Teachers; Professional Identity; Interviews; Teacher Attitudes; Teacher Education; Ethics; Case Studies; Elementary School Teachers; Language Arts; Reading Teachers; Multilingualism; Inclusion; Learning Disabilities; Reflective Teaching; Metacognition; Power Structure; Educational Practices + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Fremdsprachenunterricht; Language teacher; Sprachunterricht; Interviewing; Interviewtechnik; Lehrerverhalten; Lehrerausbildung; Lehrerbildung; Ethik; Case study; Fallstudie; Case Study; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Sprachkultur; Reading Teaching; Reading teacher; Leseprozess; Lesen; Lesenlernen; Mehrsprachigkeit; Multilingualismus; Inklusion; Learning handicap; Lernbehinderung; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Bildungspraxis
Abstract	In this article, we treat language teacher identity as foundational to educational practice and see Foucault's (1983, 1997) notion of ethical self-formation, and its adoption in teacher education research by Clarke (2008, 2009, 2010), as providing a potential vehicle for understanding the development of teacher agency and critical identity work. We use the 4 axes of Foucault's (1983) approach to ethical self-formation, as captured in Clarke's (2009) "Diagram for Doing Identity Work," in exploring a case study of an elementary reading and language arts teacher who worked in a multilingual inclusion classroom with exceptional (i.e., learning disabled) and mainstreamed students. We consider the relevance of how this teacher's identity developed over the course of 7 interviews, spanning 9 years, for teacher identity work in language teacher education (LTE). In doing so, we foreground the critical as well as the dangerous potential of all teachers' identity work and argue for the importance of nurturing teachers' reflective, action-oriented identity practices as well as fostering a self-awareness of language teachers as ethical subjects "acting on others" (Foucault, 1997, p. 262) even as they struggle within power relations that press upon educational practices and discourses. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01