Literaturnachweis - Detailanzeige
| Autor/inn/en | Tokoz Goktepe, Fatma; Kunt, Naciye |
|---|---|
| Titel | Obstructions in Normative Teacher Identity Development: A Case Study in Turkey |
| Quelle | In: Professional Development in Education, 49 (2023) 3, S.442-457 (16 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Zusatzinformation | ORCID (Tokoz Goktepe, Fatma) ORCID (Kunt, Naciye) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1941-5257 |
| DOI | 10.1080/19415257.2021.1879217 |
| Schlagwörter | Foreign Countries; Professional Identity; Faculty Development; Beginning Teachers; Language Teachers; English (Second Language); Conflict; Adjustment (to Environment); Longitudinal Studies; Case Studies; Turkey |
| Abstract | This paper reports, through a longitudinal case inquiry, on the trajectory of one novice teacher's professional identity development after completing his pre-service education to become an English teacher in Turkey. He was assigned to a school in the south-east of the country, which has been experiencing worsening civil conflict between regional militants and the national government, characterised by long-lasting curfews and the destruction of buildings and homes. This study provides insights into the formation of a new teacher's professional identity when working within a conflict region. Written narratives, informal interviews, observation notes, university supervisor observations and a teaching diary were used to examine the developing professional identity. The findings suggest that, in extreme circumstances, individuals may adapt and find ways to mitigate the effects of a challenging community and other disadvantages. Imagined identity can play a powerful role in mediating external difficulties encountered in identity development. (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 |
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