Integrating the Personal and the Professional: Marking the Career Paths of Adult Language Educators

Autor/in	Rappel, Linda J.
Titel	Integrating the Personal and the Professional: Marking the Career Paths of Adult Language Educators
Quelle	In: Adult Education Quarterly: A Journal of Research and Theory, 65 (2015) 4, S.313-325 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0741-7136
DOI	10.1177/0741713615585573
Schlagwörter	Adult Educators; Career Development; Teacher Background; English Teachers; English (Second Language); Biographies; Teaching Experience; Adult Learning; Transformative Learning; Organizational Culture; Teacher Attitudes; Teaching Methods; Reflection; Interviews; Foreign Countries; Canada + Suchen Sie Ihr Suchwort? Adult education teacher; Adult education; Adult training; Teacher; Teachers; Adult educator; Erwachsenenbildner; Erwachsenenbildung; Lehrer; Lehrerin; Lehrende; Berufsentwicklung; English language lessons; Englischunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Biography; Biografie; Biographie; Adulte education; Pädagogische Transformation; Unternehmenskultur; Lehrerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Interviewing; Interviewtechnik; Ausland; Kanada
Abstract	This article explores details of research that examined how the personal backgrounds of educators connected with organizational contexts to inform teacher practice within the area of adult English language teaching. Using life history as a research methodology and basing research on a framework of teacher authenticity, the primary goal of this study was to examine the influence of individual teacher backgrounds and organizational contexts on the formation of individual teacher practices. This study revealed how a lack of job security and professional definition contributed to a sense of instability that permeated workplace situations, forming barriers to establishing teacher practices based on ideals of transformative learning and authenticity. Additionally, working conditions that favored organizational hierarchy over professional understanding and support in the way of unions or professional organizations led to further inquiry as to where this type of marginal teacher practice sits in the overall spectrum of educational professionalism and practice. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01