Teacher Educators’ Professional Identity in English-Medium Instruction at a Finnish University

Autor: Josephine Moate, Sotiria Pappa
Přispěvatelé: Faculty of Educational Sciences, University of Helsinki, Department of Education
Jazyk: angličtina
Rok vydání: 2021
Předmět:
Lehrerausbildung
Sprache
Language skill
Teaching of English
Identity (social science)
Higher education teacher
ammatti-identiteetti
korkeakouluopetus
Berufliche Identität
Linguistic Competence
Pedagogy
University-teachers
Sociology
L7-991
EMI
opettajankoulutus
Finland
Language
English medium instruction
4. Education
Englischunterricht
english-medium instruction
Education (General)
Student teachers
University teacher
higher education
Lehramtsstudent
emi
Teacher education
Higher education
Higher education lecturer
Erziehung
Schul- und Bildungswesen
Foreign language
Hochschullehrer
Psychology of self
Academic sector
Education
Teacher preparation
role of language
ddc:370
Interview
Hochschulforschung und Hochschuldidaktik
Fachdidaktik/Sprache und Literatur
korkeakoulupedagogiikka
English-medium instruction
University
Pädagogisches Handeln
business.industry
Universität
Finnland
Teacher training
English language lessons
finland
516 Educational sciences
business
englannin kieli
Zdroj: Center for Educational Policy Studies Journal, Vol 11, Iss 3, Pp 9-33 (2021)
CEPS Journal 11 (2021) 3, S. 9-33
Popis: Publisher Copyright: © 2021, University of Ljubljana. All rights reserved. Although different forms of English-medium instruction (EMI) are being recognised, the different ways in which EMI can impact the pedagogical activities and expertise of higher education educators have received less attention. Using face-to-face and written interviews with nine teacher educators at a Finnish university, this study examines the most important aspects teacher educators perceive in their work through EMI and how these aspects connect to the understanding of their professional identity. The study is theoretically premised on the interconnected concepts of pedagogical doing, pedagogical being, pedagogical relating, and pedagogical language awareness. The thematically analysed data highlighted the ways in which pedagogical being, doing, and relating revolve around the presence and role of the foreign language in EMI, as well as the concurrent disjunctures and opportunities EMI creates. Pedagogical being informed EMI teacher educators’ orientation to their work and the different ways language impinges on the sense of self as the teacher educators share how they try to understand and respond to the disjunctures of EMI. In terms of pedagogical doing, EMI impinges on how teacher educators enact their practice and the relationships developed with students. However, the focus of pedagogical relating ad-dresses the relationship between the EMI teacher educators and their workplace. The findings from this study will hopefully contribute to the development of EMI teacher preparation and support critical discussions on the ‘Englishisation’ of higher education.
Databáze: OpenAIRE
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