Addressing Cultural Identity through Negotiation: Analysis of Student-Teacher-Authored Narratives

Autor/inn/en	Rashidi, Naser; Meihami, Hussein
Titel	Addressing Cultural Identity through Negotiation: Analysis of Student-Teacher-Authored Narratives
Quelle	In: Journal of Teacher Education for Sustainability, 19 (2017) 2, S.21-35 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1691-4147
Schlagwörter	Student Teachers; Student Teacher Attitudes; Personal Narratives; Self Concept; English Instruction; Identification (Psychology); Cultural Differences; Cultural Context; Cultural Awareness; Teacher Education Programs; English (Second Language); Attitude Change; Consciousness Raising; Professional Identity; Semantics; Sustainability; Transformative Learning + Suchen Sie Ihr Suchwort? Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Erlebniserzählung; Selbstkonzept; English langauage lessons; Englischunterricht; Kultureller Unterschied; Cultural identity; Kulturelle Identität; English as second language; English; Second Language; Englisch als Zweitsprache; Attitudinal change; Einstellungsänderung; Bewusstseinsbildung; Semantik; Nachhaltigkeit; Pädagogische Transformation
Abstract	Teachers' cultural identity is among the forepart issues within the realm of teacher education studies. The research about teachers' identity has been done using teacher-authored narratives. That said, the purpose of this study was to investigate the role of negotiation in the student-teachers' cultural identity formation. To that end, three student-teachers (two males and one female student-teachers), majoring in English language teaching participated in this study. During four months, the student-teachers participated in a negotiation program on cultural identity. They were sent some academic papers to study, then, they participated in discussions about cultural variations and the ways to address them in classrooms. The student-teachers where asked to write their narratives. Then the narratives where analyzed based on the semantic expressions. The qualitative analysis of the student-teachers' narratives showed that their cultural identity changed during the negotiation period. By analyzing the student teacher-authored narratives, it appeared that they addressed cultural variations in different ways including using cultural varieties in teaching, identifying the gaps between cultural contexts, reconceptualization of cultural concepts, cultural transformation, new modes of using culture, internalization of cultural issues, and cultural awareness, each of which is discussed in the current study. It can be concluded from the obtained information that cultural identity is a dynamic one and open to change. The research bears some implications for teacher education policy makers to introduce sustainable teacher education program in general, and sustainable second language teacher education program in particular. (As Provided).
Anmerkungen	UNESCO Chair on Interplay of Tradition and Innovation in ESD. Parades 1-220, Daugavpils University, Daugavplis LV-5401, Latvia. Tel: 371-6542-5452; Fax: 371-6542-2890; e-mail: unescochair@du.lv; Web site: http://www.du.lv
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01