| dc.contributor.advisor | Josephine, Moate | |
| dc.contributor.author | Aladin, Katija | |
| dc.date.accessioned | 2018-06-20T10:54:15Z | |
| dc.date.available | 2018-06-20T10:54:15Z | |
| dc.date.issued | 2018 | |
| dc.identifier.uri | https://jyx.jyu.fi/handle/123456789/58664 | |
| dc.description.abstract | This study aims to explore the phenomenon of teacher identity and more specifically second language teacher identity. The purpose of this research is to provide French immersion teachers in Alberta, Canada, a platform to share their stories and unique perspectives.
This qualitative study was conducted in Alberta with in-service French immersion teachers. The data was collected by means of semi-structured interviews and the data was analysed using a dialogic narrative analysis approach.
The narratives of each participant were/have been categorized into three sections: the social nature of identity, the discontinuity of identity and the multiplicity of identity. Each category offers a comparison of the similarities and differences between each participant that acknowledges the individuality of the teachers, as well as the French immersion community in which they belong.
The enriching stories and perspectives provide insight into the challenging yet rewarding life of French immersion teachers. The findings from the study offer a tool and resource in French immersion decision making processes in the development of immersion programs as well as the necessity for teacher identity exploration. | en |
| dc.format.extent | 105 | |
| dc.format.mimetype | application/pdf | |
| dc.language.iso | en | |
| dc.subject.other | narratives | |
| dc.subject.other | Alberta | |
| dc.subject.other | Canada | |
| dc.subject.other | Kanada | |
| dc.title | "A guiding light" : illuminating the path for French immersion teacher identity exploration | |
| dc.identifier.urn | URN:NBN:fi:jyu-201806203293 | |
| dc.type.ontasot | Pro gradu -tutkielma | fi |
| dc.type.ontasot | Master’s thesis | en |
| dc.contributor.tiedekunta | Kasvatustieteiden ja psykologian tiedekunta | fi |
| dc.contributor.tiedekunta | Faculty of Education and Psychology | en |
| dc.contributor.laitos | Kasvatustieteiden laitos | fi |
| dc.contributor.laitos | Department of Education | en |
| dc.contributor.yliopisto | Jyväskylän yliopisto | fi |
| dc.contributor.yliopisto | University of Jyväskylä | en |
| dc.contributor.oppiaine | Master's Degree Programme in Education | fi |
| dc.contributor.oppiaine | Master's Degree Programme in Education | en |
| dc.rights.copyright | Julkaisu on tekijänoikeussäännösten alainen. Teosta voi lukea ja tulostaa henkilökohtaista käyttöä varten. Käyttö kaupallisiin tarkoituksiin on kielletty. | fi |
| dc.rights.copyright | This publication is copyrighted. You may download, display and print it for Your own personal use. Commercial use is prohibited. | en |
| dc.type.publication | masterThesis | |
| dc.contributor.oppiainekoodi | 102 | |
| dc.subject.yso | identiteetti | |
| dc.subject.yso | opettajat | |
| dc.subject.yso | ranskan kieli | |
| dc.subject.yso | kielikylpy | |
| dc.subject.yso | identity (mental objects) | |
| dc.subject.yso | teachers | |
| dc.subject.yso | French language | |
| dc.subject.yso | language immersion | |
| dc.format.content | fulltext | |
| dc.type.okm | G2 | |
