Agency in Conflict with Contextual Idiosyncrasies: Implications for Second Language Teacher Identity Construction

Autor/inn/en	Karimpour, Sedigheh; Moradi, Farhang; Nazari, Mostafa
Titel	Agency in Conflict with Contextual Idiosyncrasies: Implications for Second Language Teacher Identity Construction
Quelle	In: Innovation in Language Learning and Teaching, 17 (2023) 3, S.678-689 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Karimpour, Sedigheh) ORCID (Moradi, Farhang) ORCID (Nazari, Mostafa)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1750-1229
DOI	10.1080/17501229.2022.2112200
Schlagwörter	Second Language Learning; Second Language Instruction; Self Concept; Professional Identity; Professional Autonomy; Power Structure; Language Teachers; Context Effect; Self Efficacy; Teacher Attitudes; Educational Policy; Teaching Methods; Instructional Innovation; School Policy; Personal Narratives; English (Second Language); Native Language; Indo European Languages; Foreign Countries; Private Schools; Iran + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Fremdsprachenunterricht; Selbstkonzept; Berufsfreiheit; Language teacher; Sprachunterricht; Self-efficacy; Selbstwirksamkeit; Lehrerverhalten; Politics of education; Bildungspolitik; Teaching method; Lehrmethode; Unterrichtsmethode; Educational Innovation; Bildungsinnovation; Schulpolitik; Erlebniserzählung; English as second language; English; Second Language; Englisch als Zweitsprache; Indoeuropäisch; Ausland; Private school; Privatschule
Abstract	Purpose: The growing body of knowledge on language teacher agency highlights the positive contributions of agency for teacher identity construction. However, teachers may face challenges in effectively exercising agency, and their agentive actions may be impeded by multiple contextual factors. The present study adopts a narrative inquiry methodology and reports on experiences that featured language teachers' impeded agency. Design: Data were collected from semi-structured interviews, narrative frames, and open-ended questionnaires. The data were analyzed through thematic analysis. Findings: The findings indicated that institutional policies were the major factor impeding the teachers' agentive initiatives. The top-down policies of the school had negatively influenced the teachers' autonomy, self-efficacy, and emotions, and had created tensions in and conflicts for the teachers' interpersonal and institutional identities. Value: The study argues that agency may negatively influence language teacher identity construction when teachers' subjectivity clashes with power relations that leave little room for teachers' agentive action and performativity. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01