Novice Teachers' Discursive Construction of Their Identity: Insights from Foreign Language Classrooms
Language teacher identity has received considerable attention in the past decade for its crucial roles in improving effective pedagogy and enhancing teacher learning. While a large number of studies have been conducted to investigate the multidimensional nature and complexities of in-service teach...
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Urmia University
2020-10-01
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doaj-133bc1ddc9ff4a1cb1a836a28a64e6ed2020-11-25T03:55:36ZengUrmia UniversityIranian Journal of Language Teaching Research2322-12912322-12912020-10-01835776Novice Teachers' Discursive Construction of Their Identity: Insights from Foreign Language ClassroomsLi Li0University of ExeterLanguage teacher identity has received considerable attention in the past decade for its crucial roles in improving effective pedagogy and enhancing teacher learning. While a large number of studies have been conducted to investigate the multidimensional nature and complexities of in-service teacher identity, there is still insufficient knowledge regarding novice teachers who stayed in the profession for less than three years. In particular, although much research has argued the significant relationship between discourse and identity, few studies have investigated teacher identity through the lens of classroom discourse. This article addresses these gaps by drawing on applied conversation analysis to investigate the identity construction of seven teachers in the context of Chinese secondary English classes. Classroom recordings were made for detailed moment-by-moment analysis to explore the complexity of being a novice teacher in classroom practice. Findings revealed that identity construction - manifested through interactive work with students – is by and large about developing personal practical knowledge and engaging in language-related practices. The article discusses the implications of researching teacher identity for effective pedagogy and teacher education. http://ijltr.urmia.ac.ir/article_120934_f61d3687e5fd3fed67c864c09caa9b6c.pdfteacher identitynovice teachersconversation analysispractical pedagogical knowledgelanguage-related analysis |
collection |
DOAJ |
language |
English |
format |
Article |
sources |
DOAJ |
author |
Li Li |
spellingShingle |
Li Li Novice Teachers' Discursive Construction of Their Identity: Insights from Foreign Language Classrooms Iranian Journal of Language Teaching Research teacher identity novice teachers conversation analysis practical pedagogical knowledge language-related analysis |
author_facet |
Li Li |
author_sort |
Li Li |
title |
Novice Teachers' Discursive Construction of Their Identity: Insights from Foreign Language Classrooms |
title_short |
Novice Teachers' Discursive Construction of Their Identity: Insights from Foreign Language Classrooms |
title_full |
Novice Teachers' Discursive Construction of Their Identity: Insights from Foreign Language Classrooms |
title_fullStr |
Novice Teachers' Discursive Construction of Their Identity: Insights from Foreign Language Classrooms |
title_full_unstemmed |
Novice Teachers' Discursive Construction of Their Identity: Insights from Foreign Language Classrooms |
title_sort |
novice teachers' discursive construction of their identity: insights from foreign language classrooms |
publisher |
Urmia University |
series |
Iranian Journal of Language Teaching Research |
issn |
2322-1291 2322-1291 |
publishDate |
2020-10-01 |
description |
Language teacher identity has received considerable attention in the past decade for its crucial roles in
improving effective pedagogy and enhancing teacher learning. While a large number of studies have been
conducted to investigate the multidimensional nature and complexities of in-service teacher identity, there is
still insufficient knowledge regarding novice teachers who stayed in the profession for less than three years.
In particular, although much research has argued the significant relationship between discourse and identity,
few studies have investigated teacher identity through the lens of classroom discourse. This article addresses
these gaps by drawing on applied conversation analysis to investigate the identity construction of seven
teachers in the context of Chinese secondary English classes. Classroom recordings were made for detailed
moment-by-moment analysis to explore the complexity of being a novice teacher in classroom practice.
Findings revealed that identity construction - manifested through interactive work with students – is by and
large about developing personal practical knowledge and engaging in language-related practices. The article
discusses the implications of researching teacher identity for effective pedagogy and teacher education. |
topic |
teacher identity novice teachers conversation analysis practical pedagogical knowledge language-related analysis |
url |
http://ijltr.urmia.ac.ir/article_120934_f61d3687e5fd3fed67c864c09caa9b6c.pdf |
work_keys_str_mv |
AT lili noviceteachersdiscursiveconstructionoftheiridentityinsightsfromforeignlanguageclassrooms |
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