新手语文教师身份建构:相同点、不同点和超越

Mostafa Nazari, Peter I. De Costa, Sedigheh Karimpour
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引用次数: 3

摘要

摘要关于新教师的研究往往忽视了新教师在最初几年如何形成相对个性化的发展轨迹。本研究透过认同建构的视角,检视三位伊朗英语教师在第一、二、三年级如何建构教师认同。数据收集自半结构化访谈、课堂观察、课后讨论和反思日志。数据分析显示,教师的身份建构具有相似性(情绪劳动、代理冲突、身份标准紧张)和差异性(归属感、未来自我、抗拒)。研究表明,新教师的身份建构受到权力关系、语境话语和特殊性的影响,这些共同强调了在教师身份相关的专业发展中重新定义新教师身份的重要性。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Novice language teacher identity construction: similarities, differences, and beyond
Abstract Scholarship on novice language teachers has often overlooked how novices comparatively develop personalized trajectories in the initial years. This study views novice-ness through the lens of identity construction and examines how three Iranian English language teachers in the first, second, and third years of teaching comparatively constructed their teacher identities. Data were collected from semi-structured interviews, classroom observations, post-class discussions, and reflective journals. Data analyses revealed that the teachersʼ identity construction featured similarities (emotion labor, agency conflicts, and identity standard tensions) and differences (sense of belonging, future selves, and resistance). The study demonstrates that novice teachers’ identity construction is influenced by power relations and contextual discourses as well as particularities, which collectively, underscore the importance of reconceptualizing novice-ness in light of teachers’ identity-related professional development.
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