A Narrative Study of In-Service EAP Teachers' Cognition on Language Teacher Role Identities

Autor/inn/en	Atai, Mahmood Reza; Babaii, Esmat; Lotfi Gaskaree, Behruz
Titel	A Narrative Study of In-Service EAP Teachers' Cognition on Language Teacher Role Identities
Quelle	In: Iranian Journal of Language Teaching Research, 6 (2018) 2, S.97-115 (19 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2322-1291
Schlagwörter	English for Academic Purposes; Language Teachers; Second Language Learning; Second Language Instruction; Teacher Education; Educational Research; Teacher Role; Professional Identity; Educational Philosophy; Qualitative Research; Instructional Materials; Teacher Educators; Foreign Countries; State Universities; College Faculty; Teacher Attitudes; Classification; Interviews; Iran + Suchen Sie Ihr Suchwort? Language teacher; Sprachunterricht; Zweitsprachenerwerb; Fremdsprachenunterricht; Lehrerausbildung; Lehrerbildung; Bildungsforschung; Pädagogische Forschung; Lehrerrolle; Bildungsphilosophie; Erziehungsphilosophie; Qualitative Forschung; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Teacher education; Education; Ausland; Staatliche Universität; Fakultät; Lehrerverhalten; Classification system; Klassifikation; Klassifikationssystem; Interviewing; Interviewtechnik
Abstract	The present exploratory study probed Iranian in-service EAP teachers' cognitions on language teacher role identities. Life history narratives and teaching philosophy statements were employed to collect qualitative data from nine Iranian in-service EAP teachers at one of the state universities in Iran. The data included the teachers' descriptions of their teaching philosophies as well as their evaluations and interpretations of their prior teachers' ways of being language teachers. Inductive analysis of the data allowed the researchers to identify Eight role identities including 'teachers as creators and users of learning opportunities'; 'teachers as selectors and users of teaching/learning materials'; 'teachers as assessors and evaluators'; 'teachers as researchers'; 'teachers as realizers and facilitators of the development of learners' (full) potentials'; 'teachers as observers of ethicality'; 'teachers as learners'; and, 'teachers as teacher educators'. In addition to providing a typology of teacher role identities that Iranian language teachers identify with, the study might promise some implications for language teacher education and teacher education research. (As Provided).
Anmerkungen	Urmia University Press. Faculty of Literature and Humanities, Urmia, 165, Iran; Tel: +98-44-32752741; Fax: +98-44-32752746; e-mail: info@urmia.ac.ir; Web site: http://ijltr.urmia.ac.ir/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01