English Language Educators' Professional Learning as a Site of Identity Struggle.
This study explored teacher educators' account of how they make meaning of their professional learning. The study aimed to understand how they conceptualize their "professionalism" as English language teacher educators, particularly within the context of Indonesia. The research participants were fou...
| Publicado en: | Pertanika Journal of Social Sciences & Humanities Vol. 21; no. 3; pp. 1193 - 1213 |
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| Formato: | Artículo |
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Universiti Putra Malaysia
9/ 1/2013
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=hlh&AN=96998855&site=ehost-live header: @attributes: shortDbName: hlh uiTerm: 96998855 longDbName: Humanities International Complete uiTag: AN controlInfo: bkinfo: jinfo: jid: 01287702 TKQ jtl: Pertanika Journal of Social Sciences & Humanities issn: 01287702 maglogo: N pubinfo: dt: 9/ 1/2013 vid: 21 iid: 3 pid: 20751 pub: Universiti Putra Malaysia artinfo: ui: 96998855 ppf: 1193 ppct: 20 formats: fmt: @attributes: type: P size: 310KB tig: atl: English Language Educators' Professional Learning as a Site of Identity Struggle. aug: au: Manara, Christine affil: MA-TESOL Department, Payap University, Chiang Mai, Thailand su: English language Learning Professionalism Education Paradox Teaching sug: subj: English language Learning Professionalism Education Paradox Teaching keyword: English language teaching narrative-based inquiry professional learning teacher educators teacher identity ab: This study explored teacher educators' account of how they make meaning of their professional learning. The study aimed to understand how they conceptualize their "professionalism" as English language teacher educators, particularly within the context of Indonesia. The research participants were four English language teacher educators of a pre-service teacher education programme. The data were collected using in-depth interviews. In the interviews, the teacher educators were involved in reflexive accounts of their professional work and lives. The narrative data depict how the sense of "struggle" is an important part of the teacher educators' process of learning. Therefore, in this article, I chose to further explore the notion of "struggle" in living with various discourses of professionalism in English Language Teaching (ELT) as brought up by the teacher educators through their teaching narratives. Their narratives display tensions, paradoxes, transformations, and (re)negotiations of beliefs, values and conceptions of teaching-self within overlapping dimensions of their teaching professional landscapes (historical, social, political, and institutional). Their narratives illustrate how their professional learning is closely related to their process of learning and re-learning their identities and the "struggle for voice" (Britzman, 2003) in interacting with various discourses of professionalism they encounter in their teaching works and lives. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: Y custom: Copyright of Pertanika Journal of Social Sciences & Humanities is the property of Universiti Putra Malaysia and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. item: Pertanika Journal of Social Sciences & Humanities holder: Universiti Putra Malaysia dt: @attributes: year: 2013 holdings: @attributes: islocal: N |
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