Narrative Approaches to Exploring Language, Identity and Power in Language Teacher Education

Autor/in	Barkhuizen, Gary
Titel	Narrative Approaches to Exploring Language, Identity and Power in Language Teacher Education
Quelle	In: RELC Journal: A Journal of Language Teaching and Research, 47 (2016) 1, S.25-42 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0033-6882
DOI	10.1177/0033688216631222
Schlagwörter	Language Teachers; Teacher Education; Self Concept; Professional Identity; Correlation; Reflective Teaching; Action Research; Journal Writing; Interviews; Power Structure; Content Analysis; Social Structure; Foreign Countries; English (Second Language); Second Language Learning; Second Language Instruction; Language Role; Linguistic Theory; Personal Narratives; New Zealand + Suchen Sie Ihr Suchwort? Language teacher; Sprachunterricht; Lehrerausbildung; Lehrerbildung; Selbstkonzept; Korrelation; Projektforschung; Zeitschriftenaufsatz; Interviewing; Interviewtechnik; Inhaltsanalyse; Sozialstruktur; Ausland; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Linguistische Theorie; Erlebniserzählung; Neuseeland
Abstract	This article presents a theoretical overview of the concept of teacher identity, particularly focusing on poststructuralist conceptions of what identity means, and shows how these ideas can be associated with ideas about narrative and narrative inquiry. It is argued that it is important for teachers, through reflective practice or teacher research, to become aware of and understand their professional identities because doing so has implications for their practice. Two ways of analysing teacher stories are illustrated: the first, a content or thematic analysis of a written teacher journal entry, and the second, a short story analysis of an extract of an interview. These methods are presented as examples of the type of narrative analysis teachers can do to become more aware of who they are in their professional lives. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01