Becoming an English Language Teacher: Linguistic Knowledge, Anxieties and the Shifting Sense of Identity

Autor/in	Giovanelli, Marcello
Titel	Becoming an English Language Teacher: Linguistic Knowledge, Anxieties and the Shifting Sense of Identity
Quelle	In: Language and Education, 29 (2015) 5, S.416-429 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0782
DOI	10.1080/09500782.2015.1031677
Schlagwörter	Self Concept; Teacher Education; Foreign Countries; Personal Narratives; Anxiety; Self Esteem; Teacher Qualifications; Secondary School Teachers; English Instruction; English Teachers; Professional Identity; Coping; Figurative Language; Language Usage; Emotional Response; Pedagogical Content Knowledge; Teacher Attitudes; Semi Structured Interviews; United Kingdom + Suchen Sie Ihr Suchwort? Selbstkonzept; Lehrerausbildung; Lehrerbildung; Ausland; Erlebniserzählung; Angst; Self-esteem; Selbstaufmerksamkeit; Lehrqualifikation; English langauage lessons; Englischunterricht; English language lessons; Teacher; Teachers; Lehrer; Lehrerin; Lehrende; Bewältigung; Sprachgebrauch; Emotionales Verhalten; Pädagogische Kompetenz; Lehrerverhalten; Großbritannien
Abstract	English language is a fast-growing and popular subject at A level, but the majority of qualified secondary teachers in the UK have subject expertise and backgrounds in literature. This paper reports on interviews with seven secondary English teachers who discuss the strategies they used when taking on the responsibility of A-level English language teaching for the first time. It highlights the shifting sense of identity that these teachers felt they went through, and as such, explores some emerging issues related to identity from a narrative/personal history perspective. The study reveals that despite feelings of anxiety and low self-confidence, teachers felt that the experience had been a positive one in terms of their own developing identity as an English teacher and had impacted on other aspects of their teaching. The paper raises questions about the value of language-based work for English teachers and has implications for UK initial and continuing teacher education in English. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01