Cultivating Teacher Identity in a Graduate Program: A Holistic Approach

IF 3.6 2区文学 Q1 LINGUISTICS

Relc Journal Pub Date : 2024-09-05 DOI:10.1177/00336882241269570

Rhonda Philpott, Roumiana Ilieva

{"title":"Cultivating Teacher Identity in a Graduate Program: A Holistic Approach","authors":"Rhonda Philpott, Roumiana Ilieva","doi":"10.1177/00336882241269570","DOIUrl":null,"url":null,"abstract":"Engaging with recent calls to incorporate teacher identity as a central principle in language teacher education, this article aims to address practical ways to support teacher identity development in students in a graduate program for language educators. Employing duoethnography as a qualitative research approach and reflective practice, the two authors, who are instructors in the program, engage in conversation on coursework and activities that invite reflection on and negotiation of identities among participants in the program. The work we have been doing explores a variety of aspects to create a more holistic lens from which to support the development of teacher identity as connected to professional identities (educational beliefs, practices, and experiences) and personal identities (cultural background, ethnicity, language, gender, etc.). The idea that who we are is continuously evolving in a process of becoming is a metaphor guiding identity work in the program. This process of becoming and teaching who we are calls for teacher educators to consider in depth the impact of teacher education activities and processes on student teachers’ developing understandings of themselves as language educators in our globalized world.","PeriodicalId":46946,"journal":{"name":"Relc Journal","volume":"10 1","pages":""},"PeriodicalIF":3.6000,"publicationDate":"2024-09-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Relc Journal","FirstCategoryId":"98","ListUrlMain":"https://doi.org/10.1177/00336882241269570","RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"LINGUISTICS","Score":null,"Total":0}

引用次数: 0

Abstract

Engaging with recent calls to incorporate teacher identity as a central principle in language teacher education, this article aims to address practical ways to support teacher identity development in students in a graduate program for language educators. Employing duoethnography as a qualitative research approach and reflective practice, the two authors, who are instructors in the program, engage in conversation on coursework and activities that invite reflection on and negotiation of identities among participants in the program. The work we have been doing explores a variety of aspects to create a more holistic lens from which to support the development of teacher identity as connected to professional identities (educational beliefs, practices, and experiences) and personal identities (cultural background, ethnicity, language, gender, etc.). The idea that who we are is continuously evolving in a process of becoming is a metaphor guiding identity work in the program. This process of becoming and teaching who we are calls for teacher educators to consider in depth the impact of teacher education activities and processes on student teachers’ developing understandings of themselves as language educators in our globalized world.

查看原文本刊更多论文

在研究生课程中培养教师的身份认同：整体方法

最近，人们呼吁将教师身份认同作为语言教师教育的核心原则，本文旨在探讨支持语言教育工作者研究生课程学生发展教师身份认同的实用方法。作为该课程的指导教师，两位作者采用双人民族志作为定性研究方法和反思实践，就课程作业和活动展开对话，邀请课程参与者对身份进行反思和协商。我们所做的工作从多方面进行了探索，以创造一个更全面的视角，支持教师身份的发展，并将其与专业身份（教育信念、实践和经验）和个人身份（文化背景、种族、语言、性别等）联系起来。我们是谁 "这一理念在 "成为谁 "的过程中不断演变，这是指导该计划身份认同工作的一个隐喻。这种 "成为我们是谁 "和 "教导我们是谁 "的过程要求教师教育者深入思考教师教育活动和过程对学生教师在全球化世界中发展对自己作为语言教育者的理解的影响。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

求助全文

约1分钟内获得全文求助全文

来源期刊

Relc Journal LINGUISTICS-

CiteScore

8.10

自引率

10.00%

发文量

期刊介绍： The RELC Journal is a fully peer-reviewed international journal that publishes original research and review articles on language education. The aim of this Journal is to present information and ideas on theories, research, methods and materials related to language learning and teaching. Within this framework the Journal welcomes contributions in such areas of current enquiry as first and second language learning and teaching, language and culture, discourse analysis, language planning, language testing, multilingual education, stylistics, translation and information technology. The RELC Journal, therefore, is concerned with linguistics applied to education and contributions that have in mind the common professional concerns of both the practitioner and the researcher.