Zobrazeno 1 - 10
of 270
pro vyhledávání: '"Language teacher identity"'
Language Teacher Identity in a Non-Native Context: The case of Teachers of English Language in Ghana
Autor:
Joyce Anku
Publikováno v:
LET: Linguistics, Literature and English Teaching Journal, Vol 14, Iss 1, Pp 1-28 (2024)
The study investigated how English language teachers in Ghana construct their identities as teachers of English as a Second Language (ESL). Semi-structured interviews were conducted with ESL teachers who were selected through purposive sampling. The
Externí odkaz:
https://doaj.org/article/d7c0f20e98c64146af1c4a18cfb4b855
Publikováno v:
Heliyon, Vol 10, Iss 17, Pp e37131- (2024)
Teaching online may require teachers to shift to and display a professional identity different from the ones they held in face-to-face classroom teaching. Drawing upon the concept of teacher professional identity (TPI) and employing narrative inquiry
Externí odkaz:
https://doaj.org/article/c0c0ab5dc7a84b36b457eb57fcc47256
Autor:
Li, Xin1 2626@shisu.edu.cn
Publikováno v:
Applied Linguistics. Oct2024, Vol. 45 Issue 5, p933-935. 3p.
Autor:
Junyuan Chen
Publikováno v:
Journal of the National Council of Less Commonly Taught Languages, Vol 35, Pp 313-350 (2024)
This study investigated how Rika, a Japanese graduate teaching assistant (GTA), presents her professional identity when she reports and discusses problems in an online Japanese language class with the lead instructor. By closely examining two stories
Externí odkaz:
https://doaj.org/article/aa5a2df66a2b4d3195ee3b882fb1cec0
Autor:
Victor Birkner
Publikováno v:
Colombian Applied Linguistics Journal, Vol 26, Iss 1 (2024)
Although the notion of English language teacher identity has drawn increasing interest in the literature, little is known about how teachers of English construct identities in disadvantaged settings. This study explored how three teachers of English
Externí odkaz:
https://doaj.org/article/1a99c9ebfaf242eca3fe56b159f5f7bd
Autor:
Chen Junyuan
Publikováno v:
Journal of Language and Cultural Education, Vol 11, Iss 2, Pp 1-12 (2023)
The present study explores Japanese student teachers’ identity construction and transition with focuses on contexts both inside and outside the classroom in the online environment during the COVID-19 pandemic. By integrating language teacher identi
Externí odkaz:
https://doaj.org/article/136bb745dbef4099be65c2ef4ecd7d81
Publikováno v:
Applied Research on English Language, Vol 12, Iss 2, Pp 175-200 (2023)
Emotion labor is defined as any conflict between institutional demands and teachers’ professional beliefs and preferences. Engaging in emotion labor is an inevitable aspect of becoming a language teacher. Scholars agree that language teacher agency
Externí odkaz:
https://doaj.org/article/adf03454a9884870b5748583aaa3f32c
Autor:
Yi-Fen Liu
Publikováno v:
HOW, Vol 29, Iss 2, Pp 119-140 (2022)
Within the field of TESOL, language teacher identity (LTI) has been the focus of a myriad of studies in the previous two decades. Researchers need to trace back in order to move forward, it is an essential step towards a comprehensive understanding o
Externí odkaz:
https://doaj.org/article/b3617d3c6fa24cd49ac6fbee276fc43d
Autor:
Kirsten Hempkin
Publikováno v:
Theory and Practice of Second Language Acquisition (2023)
The importance of understanding language teacher identity is well-established in the existent literature. It has been shown to impact upon many aspects of teachers’ lives both inside and outside the classroom, such as wellbeing (Day & Kington, 2008
Externí odkaz:
https://doaj.org/article/0a6c8f527a87439f8c87b867e058cd76
Autor:
Joanna Rokita-Jaśkow, Dorota Werbińska
Publikováno v:
Theory and Practice of Second Language Acquisition (2023)
Teacher identity building rather than learning teaching in terms of skills and subsystems has recently been acknowledged as a priority in future teacher preparation. Several teacher identity models have been offered, including the 3A Language Teacher
Externí odkaz:
https://doaj.org/article/68db304b25bd490e899c42dc5b671536