Literaturnachweis - Detailanzeige
Autor/inn/en | Karimpour, Sedigheh; Moradi, Farhang; Nazari, Mostafa |
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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 |
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 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). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |