ICT Transformation in Education: Its Impact on Language Teachers' Professional Identities

Autor/inn/en	Yazici, Elif Aydin; Atay, Derin
Titel	ICT Transformation in Education: Its Impact on Language Teachers' Professional Identities
Quelle	In: Iranian Journal of Language Teaching Research, 11 (2023) 1, S.141-156 (16 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2322-1291
Schlagwörter	Language Teachers; Professional Identity; Second Language Learning; Second Language Instruction; Teaching Methods; Teacher Attitudes; COVID-19; Pandemics; Educational Change; Teacher Characteristics; Information Technology; English (Second Language); Foreign Countries; Technology Uses in Education; Technological Literacy; Pedagogical Content Knowledge; Turkey + Suchen Sie Ihr Suchwort? Language teacher; Sprachunterricht; Zweitsprachenerwerb; Fremdsprachenunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrerverhalten; Bildungsreform; Informationstechnologie; English as second language; English; Second Language; Englisch als Zweitsprache; Ausland; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Technisches Wissen; Pädagogische Kompetenz; Türkei
Abstract	Rapid and continuous changes in digital technologies have changed both classroom practices and teacher profiles in education. It can be argued that a new context of teaching may lead some teachers to develop a different teacher identity in order to meet the needs of the era. Within this perspective, this case study attempts to explore the impacts of Information and Communication Technologies (ICT) revolution in education on teachers' professional identity through the lens of three English instructors from three different contexts in Turkey. The study particularly focuses on reflections of teachers during the pandemic. As a theoretical framework, the study adopts Wenger's (1997) social theory of learning and, within this framework, it discusses these teachers' professional identities in relation to their ICT usage. In particular, three modes of belonging, Engagement, Imagination and Alignment, are underlined. A qualitative approach is employed based on the written history documents of the participants and semi-structured interviews as data collection tools. The findings are gathered with a deductive thematic analysis, and they illustrate that teachers have some external and internal difficulties regarding their ICT usage, and they form a new shape of professional identity mainly through collaboration, community expertise and contributing new ideas in their school contexts. Although the use of new digital technologies mostly enables them to adopt a positive and modern teacher identity in their teaching contexts, it also leads some of them to sometimes question their teacher identity due to their limited ICT knowledge and competence. Thus, the study suggests some implications both for language teachers to invest in their digital identities, and for school administrations to create a friendly atmosphere where the community of expertise can be shared freely among teachers. (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	2024/1/01