Building Foundation on Sand : Certified TEFL Teachers’ Shifting
Identity through Practice

J 2018

Building Foundation on Sand : Certified TEFL Teachers’ Shifting Identity through Practice

HOWARD, Ezra Anthony

Základní údaje

Originální název

Building Foundation on Sand : Certified TEFL Teachers’ Shifting Identity through Practice

Autoři

HOWARD, Ezra Anthony (840 Spojené státy, garant, domácí)

Vydání

Studia paedagogica, Masarykova univerzita, 2018, 1803-7437

Další údaje

Jazyk

angličtina

Typ výsledku

Článek v odborném periodiku

Obor

50301 Education, general; including training, pedagogy, didactics [and education systems]

Stát vydavatele

Česká republika

Utajení

není předmětem státního či obchodního tajemství

Odkazy

URL

Kód RIV

RIV/00216224:14210/18:00103946

Organizační jednotka

Filozofická fakulta

DOI

http://dx.doi.org/10.5817/SP2018-2-9

Klíčová slova anglicky

teaching English as a foreign language; native English teacher; teacher identity; professional development; situated learning

Štítky

rivok

Změněno: 10. 4. 2019 13:50, Mgr. Igor Hlaváč

Anotace

V originále

The contemporary research on the development of teachers' professional learning and professional identity for a large section of teachers in English as a foreign language (EFL) is woefully underdeveloped. Where previous research focuses on traditionally trained teachers, this project works with teachers trained and certified by private language schools. It examines their perception of development in learning and identity through the lens of Lave and Wenger's theories on professional learning and identity. The data comes from three in-depth interviews from a pilot project of a larger doctoral research project. The primary research questions are: (1) How do non-traditionally trained EFL teachers construct their professional identity? And (2) How do such teachers construct their professional development? The findings push back against and add nuance to the current framework for the development of learning and identity through practice as this teaching population come to and stay in teaching for reasons different yet related to their traditionally trained counterparts.

Návaznosti

MUNI/A/1028/2017, interní kód MU

Název: Od formálního vzdělávání k informálnímu učení: výzkum procesů učení

Investor: Masarykova univerzita, Od formálního vzdělávání k informálnímu učení: výzkum procesů učení, DO R. 2020_Kategorie A - Specifický výzkum - Studentské výzkumné projekty

Citovat

HOWARD, Ezra Anthony. Building Foundation on Sand : Certified TEFL Teachers’ Shifting Identity through Practice. Studia paedagogica. Masarykova univerzita, 2018, roč. 23/2018, č. 2, s. 159-174. ISSN 1803-7437. Dostupné z: https://dx.doi.org/10.5817/SP2018-2-9.

@article{1445916,
   author = {Howard, Ezra Anthony},
   article_number = {2},
   doi = {http://dx.doi.org/10.5817/SP2018-2-9},
   keywords = {teaching English as a foreign language; native English teacher; teacher identity; professional development; situated learning},
   language = {eng},
   issn = {1803-7437},
   journal = {Studia paedagogica},
   title = {Building Foundation on Sand : Certified TEFL Teachers’ Shifting Identity through Practice},
   url = {http://hdl.handle.net/11222.digilib/138256},
   volume = {23/2018},
   year = {2018}
}

TY  - JOUR
ID  - 1445916
AU  - Howard, Ezra Anthony
PY  - 2018
TI  - Building Foundation on Sand : Certified TEFL Teachers’ Shifting Identity through Practice
JF  - Studia paedagogica
VL  - 23/2018
IS  - 2
SP  - 159-174
EP  - 159-174
PB  - Masarykova univerzita
SN  - 18037437
KW  - teaching English as a foreign language
KW  - native English teacher
KW  - teacher identity
KW  - professional development
KW  - situated learning
UR  - http://hdl.handle.net/11222.digilib/138256
L2  - http://hdl.handle.net/11222.digilib/138256
N2  - The contemporary research on the development of teachers' professional learning and professional identity for a large section of teachers in English as a foreign language (EFL) is woefully underdeveloped. Where previous research focuses on traditionally trained teachers, this project works with teachers trained and certified by private language schools. It examines their perception of development in learning and identity through the lens of Lave and Wenger's theories on professional learning and identity. The data comes from three in-depth interviews from a pilot project of a larger doctoral research project. The primary research questions are: (1) How do non-traditionally trained EFL teachers construct their professional identity? And (2) How do such teachers construct their professional development? The findings push back against and add nuance to the current framework for the development of learning and identity through practice as this teaching population come to and stay in teaching for reasons different yet related to their traditionally trained counterparts.
ER  -

HOWARD, Ezra Anthony. Building Foundation on Sand : Certified TEFL Teachers’ Shifting Identity through Practice. \textit{Studia paedagogica}. Masarykova univerzita, 2018, roč.~23/2018, č.~2, s.~159-174. ISSN~1803-7437. Dostupné z: https://dx.doi.org/10.5817/SP2018-2-9.

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