Making Sense of Teacher Identity Tensions through Critical Autoethnographic Narrative: Pedagogizing Identity in Teacher Education

Yazan Bedrettin, Ufuk KeleŞ

Araştırma sonucu: Kitap/Rapor/Konferans sürecindeki bölümKitap bölümü / Bölümbilirkişi

2 Alıntılar (Scopus)

Özet

In this chapter, the authors report on a study in which they examined Ufuk’s (Author2) teacher identity tensions in his critical autoethnographic narrative (CAN) which he wrote as part of a graduate course that Bedrettin (Author1) taught. Framing their study on Bedrettin’s conceptualization of CAN as a pedagogical learning activity, the authors explored teacher identity tensions Ufuk grappled with. Further, they scrutinized how Ufuk constructed his language teacher identity as he navigated those tensions. The authors analyzed data gleaned from several course assignments Ufuk completed under Bedrettin’s guidance. The first tension Ufuk experienced was transitioning from accuracy-based language learning to fluency-oriented teaching practice. Second, he experienced tensions of in-betweenness at university regarding his socioeconomic status, monocultural background, and lack of productive language skills. Third, he went through tensions in teaching English as he lacked formal teacher preparation. Overall, his tensions pointed to the complex ongoing interplay between macro, meso, and micro levels of language (teacher) education policies and practices in his identity construction.

Orijinal dilİngilizce
Ana bilgisayar yayını başlığıLanguage Teacher Identity Tensions
Ana bilgisayar yayını alt yazısıNexus of Agency, Emotion, and Investment
YayınlayanTaylor and Francis
Sayfalar15-32
Sayfa sayısı18
ISBN (Elektronik)9781040004241
ISBN (Basılı)9781032514727
DOI'lar
Yayın durumuYayınlanan - 1 Oca 2024
Harici olarak yayınlandıEvet

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