dc.contributor.author | Werbińska,Dorota | |
dc.date.accessioned | 2017-09-12T12:08:08Z | |
dc.date.available | 2017-09-12T12:08:08Z | |
dc.date.issued | 2017 | |
dc.identifier.citation | Werbińska, D. (2017). A teacher-in-context: Negotiating professional identity in a job promotion examination. <em>Apples: Journal of Applied Language Studies</em>, 11 (2), 103-123. Retrieved from <a href="http://apples.jyu.fi/article/abstract/522">http://apples.jyu.fi/article/abstract/522</a> | |
dc.identifier.uri | https://jyx.jyu.fi/handle/123456789/55334 | |
dc.description.abstract | Although there is an increasing body of research on the formation/re-formation of
language teacher identity, there are still contexts within the professional p ractice of
language teachers that remain relatively unexplored. One such context is the oral
examination situation undergone by language teachers in Poland as part of the
procedure for professional promotion. During this examination, teachers are
expected to present their work, taking the prescribed ministerial regulations as
their reference point. As access to teacher identity can be obtained through teacher
talk about themselves, the presentations can be treated as teacher-made identity
texts. Drawing on the 3A (affiliation, attachment, autonomy) Language Teacher
Identity Framework (3ALTIF), this qualitative study focuses on the narratives of
15 examinees, all of whom are in-service English teachers, with a view to
discovering: (a) what interpretative repertoires the participants employ with regard
to conceptualizations of the language teaching profession (affiliation) which, in
turn, determine (b) how they conceptualize themselves as language teacher
practitioners with regard to their repertoires (attachment), and (c) how they
express their agency through canonical self-presentations and responses to
examiners’ questions within the framework of their repertoires (autonomy). Based
on the analysis of the study, five interpretative repertoires were identified: the
examination-orientation repertoire, the self-positioning repertoire, the care-forothers
repertoire, the change repertoire, and the making-a-difference repertoire. The
obtained repertoires can be ‘read’ as the participants’ self-evaluations with regard
to their perceived teacher roles and the ability to express themselves. | en |
dc.format.mimetype | application/pdf | |
dc.language.iso | eng | |
dc.publisher | Centre for Applied Language Studies, University of Jyväskylä | |
dc.relation.ispartofseries | Apples : Journal of Applied Language Studies | |
dc.subject.other | in-service language teachers | |
dc.subject.other | teacher promotion examination | |
dc.subject.other | interpretative repertoires | |
dc.subject.other | professional identity | |
dc.subject.other | Poland | |
dc.title | A teacher-in-context: Negotiating professional identity in a job promotion examination | |
dc.type | article | |
dc.identifier.urn | URN:NBN:fi:jyu-201708233541 | |
dc.date.updated | 2017-09-12T12:08:09Z | |
dc.description.reviewstatus | peerReviewed | |
dc.relation.issn | 1457-9863 | |
dc.relation.numberinseries | 2 | |
dc.relation.volume | 11 | |
dc.type.version | publishedVersion | |
dc.rights.copyright | © The Author(s) | |
dc.rights.accesslevel | openAccess | |
dc.format.content | fulltext | |
dc.relation.doi | 10.17011/apples/urn.201708233541 | |