期刊
TEACHING AND TEACHER EDUCATION
卷 138, 期 -, 页码 -出版社
PERGAMON-ELSEVIER SCIENCE LTD
DOI: 10.1016/j.tate.2023.104383
关键词
Teacher identity; Professional development; Writing
This study examines the identities of eight language teachers participating in a collaborative problem-based Professional Development Program (PDP) and how their positioning in the teaching and learning of writing shapes their identities in the classroom. Through semi-structured interviews and a dialogical and narrative approach to identity, the study reveals the clear contradictions in the teachers' narratives, highlighting the multiple and unitary, individual and social, and continuous and discontinuous nature of teacher identity.
This qualitative exploratory study analyzed the identities of eight language teachers participating in a collaborative problem-based Professional Development Program (PDP) to develop students' writing skills. We analyzed how these teachers' positionings about the teaching/learning of writing shaped their identities and positionings in their classrooms. Using semi-structured interviews (Rubin & Rubin, 2012) and following a dialogical (Akkerman & Meijer, 2010) and narrative approach (De fina, 2012) to identity, we found that there were clear contradictions in the way that teachers presented themselves in their narratives, showing clear evidence of teacher identity being multiple and unitary, individual and social, continuous and discontinuous.
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