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ERIC Number: EJ1429973
Record Type: Journal
Publication Date: 2024-Sep
Pages: 17
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0958-5176
EISSN: EISSN-1469-3704
Available Date: N/A
The Formation of Language Teacher Identity: A Narrative Inquiry of an EFL Teacher's ER Implementation
Xiaomei Sun; Farah Akbar
Curriculum Journal, v35 n3 p361-377 2024
This narrative inquiry investigates an English as a Foreign Language teacher's storied experience of 30-year extensive reading (ER) implementation, with the aim of exploring the formation of language teacher identity (LTI) of this individual teacher. Two narrative interviews were conducted, respectively focusing on the holistic story and detailed accounts of some critical incidents and significant others. Two researchers played different roles: one "insider," conducting, transcribing, translating, and analysing interviews; one "outsider," analysing the data with a relatively neutral perspective. Data analysis adopted an ecological approach and a three-level framework (societal, interpersonal, and intrapersonal levels). Findings highlight the complex links between discursive features, personal experience, teacher emotions, and power differentials in shaping the dynamic and multi-faceted nature of LTIs. Meanwhile, the considerable evolution of the teacher's ER implementation validates the importance of teacher training, especially opportunities for teachers to gain experiential knowledge which further contributes to teacher identity development.
Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www-wiley-com.bibliotheek.ehb.be/en-us
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Author Affiliations: N/A