Redefining Professional Identity: The Voice of a Language Teacher in a Context of Collaborative Learning

Autor/inn/en	Pinho, Ana Sofia; Andrade, Ana Isabel
Titel	Redefining Professional Identity: The Voice of a Language Teacher in a Context of Collaborative Learning
Quelle	In: European Journal of Teacher Education, 38 (2015) 1, S.21-40 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0261-9768
DOI	10.1080/02619768.2014.902440
Schlagwörter	Professional Identity; Language Teachers; Teacher Education; Transformative Learning; Self Concept; Case Studies; Personal Narratives; Teaching Methods; Teacher Educators; Cooperative Learning; Faculty Development; Learning Processes; Second Language Learning; Second Language Instruction + Suchen Sie Ihr Suchwort? Language teacher; Sprachunterricht; Lehrerausbildung; Lehrerbildung; Pädagogische Transformation; Selbstkonzept; Case study; Fallstudie; Case Study; Erlebniserzählung; Teaching method; Lehrmethode; Unterrichtsmethode; Teacher education; Education; Kooperatives Lernen; Learning process; Lernprozess; Zweitsprachenerwerb; Fremdsprachenunterricht
Abstract	Following a narrative and biographic approach, in this study, we present the case of an in-service language teacher and her professional learning trajectory in the context of the project "Languages and education: constructing and sharing training". This project aimed at the construction of a collaborative teacher education context for learning and transformation of experiences, views and practices in language education, and involved teachers, teacher educators and researchers. Based on a single case study, the analysis tries to disclose the teacher's discursive displacements as hints of professional transformation while she reinterprets the learning taking place in the collaborative education process. The signs of change are visible in the way she constructs meanings regarding her professional identity, re-identifies her mission as a language teacher and reconsiders her professional identity. Finally, we reflect upon how collaborative teacher education scenarios may foster teachers' personal professional learning and renewed self-images. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10