Understanding Language Teacher Identities : Conceptualizations, practices and change
Ruohotie-Lyhty, M. (2019). Understanding Language Teacher Identities : Conceptualizations, practices and change. In G. Barkhuizen (Ed.), Qualitative Research Topics in Language Teacher Education (pp. 81-85). Routledge. https://doi.org/10.4324/9780429461347-13
DisciplineApplied Language Studies for the Changing Society -profilointihankeApplied Language Studies for the Changing Society -profiling project
© 2019 Routledge
This chapter presents some new approaches and questions in language teacher identity research that could facilitate a better understanding of the work of language teachers, and as a consequence help teacher educators to support them in that work. Language teacher research has shown that periods of change play an important role in identity development. In the field of general teacher research, several studies have addressed the significance of transition phases and changes in curriculum for teacher identities and beliefs. However, there has been some research on the significance of teacher education and transition to full-time teaching for language teacher identity development. A more participatory method in the form of discussion groups for teachers during a change could also provide institutional insights into the different phases of the process. The understanding of individual teacher development has, however, changed to recognize the need and possibility for continuous development in teachers’ identities and practices. ...
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