اخبار و اعلانات
آمار
| تعداد نشریات | 19 |
| تعداد شماره‌ها | 380 |
| تعداد مقالات | 3,131 |
| تعداد مشاهده مقاله | 4,251,701 |
| تعداد دریافت فایل اصل مقاله | 2,846,048 |
Practicum and Professional Role Identity (Re)construction: A Longitudinal Mixed Methods Study on Iranian EFL Student Teachers | ||
| Journal of Modern Research in English Language Studies | ||
| مقاله 3، دوره 10، شماره 3، مهر 2023، صفحه 39-69 اصل مقاله (1.47 M) | ||
| نوع مقاله: research paper | ||
| شناسه دیجیتال (DOI): 10.30479/jmrels.2023.18235.2169 | ||
| نویسندگان | ||
| Mohammad Zeinali* 1؛ Manoochehr Jafarigohar2؛ Mahmood Reza Atai3؛ Hassan Soliemani4 | ||
| 1Ph.D. Candidate, Department of TEFL and English Literature, Payame Noor University, (PNU), P. O. Box 19395-4697 Tehran, Iran | ||
| 2Professor Department of TEFL and English Literature, Payame Noor University, (PNU), P. O. Box 19395-4697 Tehran, Iran | ||
| 3Professor Department of Foreign Languages, Kharazmi University, Tehran, Iran | ||
| 4AAssociate Professor Department of TEFL and English Literature, Payame Noor University, (PNU), P. O. Box 19395-4697 Tehran, Iran | ||
| تاریخ دریافت: 11 دی 1401، تاریخ بازنگری: 11 بهمن 1401، تاریخ پذیرش: 16 بهمن 1401 | ||
| چکیده | ||
| The empirically-validated link between teachers’ professional role identity and explicit manifestations of teacher efficacy has resulted in a burgeoning literature on educational programs/settings influential in teacher identity formation. In an attempt to expand on this strand of research, the present study explored how taking part in an academic multi-faceted teaching practicum may contribute to professional role identity construction/reconstruction among Iranian EFL student teachers. To this end, 45 third-year undergraduates majoring in teaching English as a foreign language (TEFL) were traced throughout a two-year (four-semester) teaching practicum held by Farhangian University, Iran. Based on a concurrent triangulation mixed methods design, the participants’ identity was gauged at five different time points: At the outset of the practicum and after every practicum semester. The quantitative data were gathered through the repetitive administration of a standard Likert-scale questionnaire developed based on Farrell’s (2011) tripartite model of professional role identity. Coincident with the surveying process, the qualitative data were gathered through a semi-structured interview held at the beginning of the practicum and four integrative reports developed by the participants at the end of every practicum semester. Within-group comparison of the survey data in tandem with content analysis of the qualitative data based on the focus framework revealed that the multi-faceted practicum helped the student teachers strike a balance in their identity as a manager and a professional. Additionally, the results called into question the contribution of the practicum to acculturator identity development. The influential role of a multi-faceted practicum in promoting professional role identity among student teachers calls for an investment of cost and time to exploit the full potential of practicums of the same quality. | ||
| کلیدواژه‌ها | ||
| Professional role identity؛ teaching practicum؛ teacher training؛ teacher education؛ identity construction | ||
| مراجع | ||
|
Abednia, A. (2012). Teachers’ professional identity: Contributions of a critical EFL teacher education course in Iran. Teaching and Teacher Education, 28(5), 706–717. https://doi.org/10.1016/j.tate.2012.02.005 Akkerman, S. F., & Meijer, P. C. (2011). A dialogical approach to conceptualizing teacher identity. Teaching and Teacher Education, 27(2), 308-319. https://doi.org/10.1016/j.tate.2010.08.013 Alvarado Gutiérrez, M. V., Neira Adasme, M. N., & Westmacott, A. (2019). Collaborative reflective practice: Its influence on preservice EFL teachers’ emerging professional identities. Iranian Journal of Language Teaching Research, 7(3), 53–70. https://doi.org/10.30466/ijltr.2019.120736 Ashforth, B. E., Sluss, D. M., & Harrison, S. H. (2007). Socialization in organizational contexts. In G. P. Hodgkinson & J. K. Ford (Eds.), International Review of Industrial and Organizational Psychology 2007 (pp. 1–70). John Wiley & Sons Ltd. https://doi.org/10.1002/9780470753378.ch1 Aspden, K. M. (2017). The complexity of practicum assessment in teacher education: An examination of four New Zealand case studies. Australian Journal of Teacher Education, 42(12), 128–143. https://doi.org/10.14221/ajte.2017v42n12.8 Barger, C. (2022). Metaphors and methods: The curious alignment that shapes our inquiries about teacher identity. In A. Zimmerman, Methodological innovations in research and academic writing (ed.) (pp. 305–322), Texas Tech University. https://doi.org/10.4018/9781-7998-8283-1.ch016 Beauchamp, C., & Thomas, L. (2009). Understanding teacher identity: An overview of issues in the literature and implications for teacher educations. Cambridge Journal of Education, 39(2), 175–189. https://doi.org/10.1080/03057640902902252 Beauchamp, C., & Thomas, L. (2009). Understanding teacher identity: An overview of issues in the literature and implications for teacher education. Cambridge Journal of Education, 39(2), 175-189. https://doi.org/10.1080/03057640902902252 Beijaard, D., Meijer, P. C., & Verloop, N. (2004). Reconsidering research on teachers’ professional identity. Teaching and Teacher Education, 20,107–128. https://doi.org/10.1016/j.tate.2003.07.001 Beijaard, D., Verloop, N., & Vermunt, J. (2000). Teachers’ perceptions of professional identity: An exploratory study from a personal knowledge perspective. Teaching and Teacher Education, 16 (7), 749–764. https://doi.org/10.1016/S0742-051X(00)00023-8 Burhan-Horasanlı, E., & Ortaçtepe, D. (2016). Reflective practice-oriented online discussions: Astudy on EFL teachers’ reflection-on, in and foraction. Teaching and Teacher Education, 59, 372–382. https://doi.org/10.1016/j.tate.2016.07.002 Burton, D., & Bartlett, S. (2005). Practitioner research for teachers. Paul Chapman Publishing. Castañeda, F., & Alberto, J. (2011). Teacher identity construction: Exploring the nature of becoming a primary school language teacher (Unpublished doctoral dissertation). Newscastle University. Cattley, G. (2007). Emergence of professional identity for the pre-service teacher. International Educational Journal, 8(2), 337–347. Clarke, M. (2008). Language teacher identities: Co-constructing discourse and community. Cromwell Press Ltd. https://doi.org/10.1111/j.1540-4781.2009.00992.x Deng, L., Zhu, G., Li, G., Xu, Z., Rutter, A., & Rivera, H. (2018). Student teachers’ emotions, dilemmas, and professional identity formation amid the teaching practicums. Asia Pacific Education Research, 27(2), 441–453. https://doi.org/10.1007/s40299-018-0404-3 Derakhshan, A., & Nazari, M. (2022). Examining teacher identity construction in action research: The mediating role of experience. Educational Studies, 8(1), 1–20. https://doi.org/10.1080/03055698.2022.2073177 Dewey, J. (1933). How we think: A restatement of the relation of reflective thinking to the educative process. Heath & Co Publishers. Donyaie, S., & Soodmand Afshar, H. (2019). EFL teachers’ reflective journal writing: barriers and boosters. Iranian Journal of Language Teaching Research, 7(3), 71–90. https://doi.org/10.1080/13540602.2012.709731 Dörnyei, Z. (2007). Research methods in applied linguistics. OUP. Dutton, J. E., Roberts, L. M., & Bednar, J. (2010). Pathways for positive identity construction at work: Four types of positive identity and the building of social resources. Academy of Management Review, 35(2), 265-293. https://doi.org/10.5465/amr.35.2.zok265 Farrell, T. S. C. (2007). Reflective language teaching: From research to practice. Continuum Press. Farrell, T. S. C. (2011). Exploring the professional role identities of experienced ESL teachers through reflective practice. System, 39(1), 54–62. https://doi.org/10.1016/j.system.2011.01.012 Farrell, T. S. C. (2013). Critical incident analysis through narrative reflective practice: A case study. Iranian Journal of Language Teaching Research, 1(1) 79–89. Forde, C., McMahon, M., McPhee, A. D., & Patrick, F. (2006). Professional development, reflection and inquiry. SAGE Publications Ltd. https://doi.org/10.4135/9781446213186 Freidson, E. (2001). Professionalism, the third logic. Polity. Gee, J. P. (2000). Teenagers in new times: A new literacy studies perspective.Journal of Adolescent & Adult Literacy, 43(5), 412–420. Golzar, J. (2020). Teacher identity formation through classroom practices in the post-method era: A systematic review. Cogent Educ. 7, 1–19. https://doi.org/10.1080/2331186X.2020.1853304 Haghighi Irani, F., Chalak, A., & Heidari Tabrizi, H. (2020). Assessing preservice teachers’ professional identity construction in a three-phase teacher education program in Iran. Asian-Pacific Journal of Second and Foreign Language Education, 5(1), 1–21. https://doi.org/10.1186/s40862-020-00100-3 Hanson, S., & Moir, E. (2008). Beyond mentoring: Influencing the professional practice and careers of experienced teachers. Phi Delta Kappan, 89(6), 453–458.https://doi.org/10.1177/003172170808900614 Izadinia, M. (2013). A review of research on student teachers’ professional identity. British Educational Research Journal, 39(4), 694–713. https://doi.org/10.1080/01411926.2012.679614 Kanno, Y., & Stuart, C. (2011). Learning to become a second language teacher: Identities-in practice. The Modern Language Journal, 95(2), 236-252. https://doi.org/10.1111/j.1540- 4781.2011.01178.x Korte, R. F. (2007). A review of social identity theory with implications for training and development. Journal of European Industrial Training, 31(3), 166–180. https://doi.org/ 10.1108/03090590710739250 Li, L. (2020). Language teacher cognition: A sociocultural perspective. Palgrave Macmillan. https://doi.org/10.1558/lst.42530 Liu, Q., Wang, W. Y., & Zhang, X. Z. (2019). Investigation and research on the positioning and impacting factors of normal university students in education practicum. Theory and Practice of Contemporary Education, 11(4), 101–105. https://doi.org/10.13582/j.cnki.1674-5884.2019.04.017 Mirzaee, A., & Aliakbari, M. (2017). They now respect me and send me to the best schools! Identity construction of an Iranian EFL teacher. Critical Inquiry in Language Studies, 15(1), 21–42. https://doi.org/10.1080/15427587.2017.1327794 Mockler, N. (2011b). Beyond what works: Understanding teacher identity as a practical and political tool. Teachers and Teaching, 17(5), 517–528. https://doi.org/10.1080/13540602.2011.602059 Moscovici, S. (2000). Social representations. Polity. Mosvold, R., & Bjuland, R. (2016). Positioning in identifying narratives of/about pre-service mathematics teachers in field practice. Teaching and Teacher Education, 58, 90–98. https://doi.org/10.1016/j.tate.2016.05.005 Mwamakula, F. (2020). Teaching practicum reflective practices and identity construction among student teachers. International Journal of Education and Research, 8(5), 43–52. Ranjbari, M. N., Heidari Tabrizi, H., & Afghari, A. (2021). The future of teacher education making: EFL pre-service teachers and teacher educators’ perceptions of professional preparation. Journal of Modern Research in English Language Studies, 8(1), 141–167. https://doi.org/10.30479/jmrels.2020.12471.1544 Norton, B. (2013). Identity and language learning: Extending the conversation (2nd Ed.). Multilingual Matters. https://doi.org/10.21832/9781783090563 Olsen, B. (2010). Teaching for success: Developing your teacher identity in today’s classroom. Paradigm Publishers. https://doi.org/10.4324/9781315638621 Pennington, M. C., & Richards, J. C. (2016). Teacher identity in language teaching: Integrating personal, contextual, and professional factors. RELC Journal, 47(1), 5–23. https://doi.org/10.1177/003368821663121 Penuel, W. R., & Wertsch, J. V. (1995). Vygotsky and identity formation: A sociocultural approach. Educational Psychologist, 30(2), 83–92. Playsted, S. (2019). Reflective practice to guide teacher learning: A practitioner’s journey with beginner adult English language learners. Iranian Journal of Language Teaching Research, 7(3), 37–52. Richards, K. (2009). Trends in qualitative research in language teaching since 2000. Language Teaching, 42, 147–180. Rogers, R. & Wetzel, M. M. (2013). Studying agency in literacy teacher education: A layered approach to positive discourse analysis. Critical Inquiry in Language Studies, 10(1), 62–92. https://doi.org/10.1080/15427587.2013.753845 Ruohotie-Lyhty, M., & Moate, J. (2016). Who and how? Preservice teachers as active agents developing professional identities. Teaching and Teacher Education, 55, 318–327. https://doi.org/10.1016/j.tate.2016.01.022 Sadeghi, M., & Sahragard, R. (2016). A questionnaire and model of role identity for Iranian English language teachers: A structural equation modeling. Journal of Language Teaching and Research. 7(6), 1153–1163. https://doi.org/10.17507/jltr.0706.13 Sahragard, R., & Mansourzadeh, N. (2016). School mentors and Iranian EFL student teachers’ expectations during practicum experiences. Journal of Modern Research in English Language Research, 39(58), 58–39. Salinas, D., & Ayala, M. (2018). EFL student-teachers’ identity construction: A case study in Chile. How Journal, 25(1), 33–49. https://doi.org/10.19183/how.25.1.380 Sarani, A., & Najjar, R. (2015). Formulation of language teachers’ identity in the situated learning of language teaching community of practice. Iranian Journal of Applied Language Studies, 5(2), 167–192. https://doi.org/10.22111/IJALS.2015.1882 Şenel, M. (2021). Exploring ELT Students’ professional identity formation through the perspectives of critical incidents. European Journal of Educational Research, 10(20), 629–640. https://doi.org/ 10.12973/eujer.10.2.629 Siebert, D. C., & Siebert, C. F. (2005). The caregiver role identity scale: A validation study. Research on Social Work Practice, 15(3), 204– 212. https://doi.org/10.1177/1049731504272779 Trent, J. (2016). The NEST–NNEST divide and teacher identity construction in Hong Kong schools. Journal of Language, Identity & Education, 15(5), 306-320. https://doi.org/10.1080/15348458.2016.1214587 Trent, J. (2010). “My Two Masters”: Conflict, contestation, and identity construction within a teaching practicum. Australian Journal of Teacher Education, 35(7), 1–14. http://dx.doi.org/10.14221/ajte.2010v35n7.1 Triutami, C. S., & Mbato, C. L. (2021). EFL undergraduate students’ professional identity construction: A sociocultural perspective. Journal of English Education and Teaching (JEET), 5(1), 1–15. https://doi.org/10.33369/jeet.5.1.1-15 Van Huizen, P., Van Oers, B., & Wubbels, T. (2005). A Vygotskian perspective on teacher education. Journal of Curriculum Studies, 37(3), 267–290. https://doi.org/10.1080/0022027042000328468 Vloet, K., & van Swet, J., (2010). I can only learn in dialogue! Exploring professional identities in teacher education. Professional development in teacher education, 36, 149–168. https://doi.org/10.1080/19415250903457083 Vygotsky, L. S. (1987). The collected works of LS Vygotsky: the fundamentals of defectology (Vol. 2). Springer Science & Business Media. Wenger, E. (1998). Communities of practice: Learning, meaning and identity. Cambridge University Press. Winslade, J., Crocket, K., Monk, G., & Drewery, W. (2000). The storying of professional development. In G. McAuliffe & K. Erikson (Eds.), Constructing counselor education (pp. 99-113). Association for Counselor, Education and Supervision. Xu, H. (2013). From the imagined to the practiced: A case study on novice EFL teachers’ professional identity change in China. Teaching and Teacher Education, 31, 79–86. https://doi.org/10.1016/j.tate.2013.01.006 Yuan R., Mak P. (2018). Reflective learning and identity construction in practice, discourse and activity: Experiences of pre-service language teachers in Hong Kong. Teaching Teacher Educat. 74, 205–214. Yuan, R., & Burns, A. (2017). Teacher identity development through action research: A Chinese experience. Teachers Teach, 6, 729–749. https://doi.org/10.1080/ 13540602.2016.1219713 | ||
|
آمار تعداد مشاهده مقاله: 389 تعداد دریافت فایل اصل مقاله: 962 |
||