Multiple Identities, Negotiations, and Agency across Time and Space: A Narrative Inquiry of a Foreign Language Teacher Candidate

Autor/in	Kayi-Aydar, Hayriye
Titel	Multiple Identities, Negotiations, and Agency across Time and Space: A Narrative Inquiry of a Foreign Language Teacher Candidate
Quelle	In: Critical Inquiry in Language Studies, 12 (2015) 2, S.137-160 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1542-7587
DOI	10.1080/15427587.2015.1032076
Schlagwörter	Self Concept; Language Teachers; Second Language Learning; Second Language Instruction; Qualitative Research; Spanish; English (Second Language); Teacher Attitudes; Professional Identity; Personal Narratives; Teacher Education Programs; Career Change; Bilingualism; Interviews; Diaries + Suchen Sie Ihr Suchwort? Selbstkonzept; Language teacher; Sprachunterricht; Zweitsprachenerwerb; Fremdsprachenunterricht; Qualitative Forschung; Spanisch; English as second language; English; Second Language; Englisch als Zweitsprache; Lehrerverhalten; Erlebniserzählung; Career changes; Berufswechsel; Bilingualismus; Interviewing; Interviewtechnik; Diary; Tagebuch
Abstract	Drawing on the post-structural views and the literature on teacher identity and agency, and using narrative inquiry, this paper describes how one teacher candidate majoring in Spanish negotiated her identities across time and space and how her identity negotiations interacted with her agency. The recursive analysis of qualitative data sources demonstrates how this particular teacher candidate gave up teaching Spanish, after years of investment and preparation, and switched her focus to teaching English as a second language. By describing and discussing the identity transformation she underwent and negotiations she engaged in, this study adds to the limited literature on foreign language teacher identity and agency, and provides implications for teacher educators in foreign language teacher education programs. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01