Relational Professionalism in a Bilingual Teacher Association: Promoting Occupational Identities and Pedagogic Agency

Autor/in	Bonilla, Chris Milk
Titel	Relational Professionalism in a Bilingual Teacher Association: Promoting Occupational Identities and Pedagogic Agency
Quelle	In: Bilingual Research Journal, 40 (2017) 3, S.304-317 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1523-5882
DOI	10.1080/15235882.2017.1351009
Schlagwörter	Bilingual Teachers; Professional Associations; Conferences (Gatherings); Interviews; Teacher Attitudes; Professional Identity; Teaching Methods; Professional Autonomy; Neoliberalism; Ethnography; Bilingual Education; School Districts; Hispanic Americans; Masters Degrees; Experienced Teachers; Immigrants; Spanish; English (Second Language); Second Language Learning; Instructional Leadership; Participatory Research; Texas + Suchen Sie Ihr Suchwort? Interviewing; Interviewtechnik; Lehrerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Berufsfreiheit; Neo-liberalism; Neoliberalismus; Ethnografie; Bilingual teaching; Bilingualer Unterricht; School district; Schulbezirk; Hispanic; Hispanoamerikaner; Immigrant; Immigrantin; Immigranten; Spanisch; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Instruction; Leadership; Bildung; Erziehung; Führung; Forschungstätigkeit
Abstract	Relational professionalism in education is a way of regarding teaching as a profession which privileges relationality, or engaged and connected relationships with the self, with others and one's teaching practice. In this article, I examine a bilingual teacher association who use their annual conference as a vehicle to support and strengthen their membership by adopting relationality as a core value of the association. I analyze how bilingual teachers in this association described the impact of relational professionalism on the association, the conference and on their teaching. Through their interviews, I found that these bilingual teachers described how relational professionalism allowed them to reflect on their bilingual teacher occupational identities, promoted a greater sense of confidence in their own pedagogic practice and agency. It also offered diverse opportunities for working together on self-defined goals, or relational agency. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01