An Ethical Analysis of How ESL Teachers Construct Their Professional Identities through the Use of Information Technology in Teaching

Autor/inn/en	Gu, Mingyue M.; Lai, Chun
Titel	An Ethical Analysis of How ESL Teachers Construct Their Professional Identities through the Use of Information Technology in Teaching
Quelle	In: British Educational Research Journal, 45 (2019) 5, S.918-937 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0141-1926
DOI	10.1002/berj.3531
Schlagwörter	English (Second Language); Second Language Learning; Second Language Instruction; Foreign Countries; Secondary School Teachers; Professional Identity; Teaching Methods; Information Technology; Technology Integration; Educational Policy; Teacher Attitudes; Self Efficacy; Teacher Student Relationship; Public Schools; Ethics; Governance; Pedagogical Content Knowledge; Professional Autonomy; Technological Literacy; Hong Kong + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Ausland; Teaching method; Lehrmethode; Unterrichtsmethode; Informationstechnologie; Politics of education; Bildungspolitik; Lehrerverhalten; Self-efficacy; Selbstwirksamkeit; Teacher student relationships; Lehrer-Schüler-Beziehung; Public school; Öffentliche Schule; Ethik; Education; Educational policy; Financing; Steuerung; Bildung; Erziehung; Finanzierung; Pädagogische Kompetenz; Berufsfreiheit; Technisches Wissen; Hongkong
Abstract	While there is growing recognition of the mutually shaping relationship between teaching with information technology (IT) and teachers' beliefs, skills and self-efficacy, there has been a paucity of research attention on the construction of teacher identity during actual IT-assisted in-class teaching and out-of-class networking with students, in a full institutional and social context. This study investigates how a group of secondary school English as a second language (ESL) teachers regulated their teaching and practices and constructed their identities in relation to governmental requirements for the use of IT in teaching. Teachers from seven government-subsidised schools in Hong Kong were interviewed about their experiences of using IT in teaching. We frame the reported practices of these teachers as a process of construction of identity, formed in the context of the 'governmentality' supporting current examination-oriented educational policy. Observing from the perspective of what has been termed 'governmentality' and an ethical framework for self-formation of personal identity makes it possible to see these teachers' professional identities constructed through the use of IT practices within the contradictory conditions of professional/personal demands, compliance/resistance, school promotion/peer non-cooperation, advantage/disadvantage in use of IT, use of IT/content and pedagogical knowledge. This study has implications for developing a more supportive and rational environment for the use of IT in teaching, in which more autonomy and identity options--rather than constraints--can be provided for teachers in the digital era. This study also informs practitioners and policy makers in other educational settings experiencing a similar IT boom in teaching. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01