Incorporating Teacher Emotions and Identity in Teacher Education Practices: Affordances of Critical Autoethnographic Narrative

Autor/in	Yazan, Bedrettin
Titel	Incorporating Teacher Emotions and Identity in Teacher Education Practices: Affordances of Critical Autoethnographic Narrative
Quelle	In: Language Learning Journal, 51 (2023) 5, S.649-661 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0957-1736
DOI	10.1080/09571736.2023.2239843
Schlagwörter	Self Concept; Professional Identity; Teacher Attitudes; Learning Processes; Linguistics; Masters Programs; English (Second Language); Second Language Learning; Second Language Instruction; Graduate Students; Language Teachers; Educational Experience; Personal Narratives; Emotional Experience; Language Usage; Spanish; Ethnography; Teacher Education Programs + Suchen Sie Ihr Suchwort? Selbstkonzept; Lehrerverhalten; Learning process; Lernprozess; Linguistik; Magister course; Magisterstudiengang; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Language teacher; Sprachunterricht; Bildungserfahrung; Erlebniserzählung; Sprachgebrauch; Spanisch; Ethnografie
Abstract	Recent research has studied teacher emotions vis-à-vis teachers' learning, practice, and identity development and called for teacher-learning practices to include an intentional focus on emotions. Responding to this call, I designed a teacher-learning activity called 'critical autoethnographic narrative' (CAN). I coached teacher candidates (TCs) to narrate and analyse their experiences with the use, learning, and teaching of languages in order to explore their own identity construction and corresponding emotional responses. In this study, I draw data from my CAN implementation in a Linguistics course with MATESOL students at a large southeast US university. I specifically analyse a TC's (Rachel's) case to explore how in the guided and iterative process of writing CAN, she made sense of teacher emotions in her storied experiences to understand her language teacher identity. I found that as Rachel moved forward in writing CAN, she began discussing her emotions and identity in relation to meso- and macro-level ideologies. Reflecting the iterative process of the CAN writing, she also went back to earlier emotional experiences and re-interpreted them with her developing teacher lens. The paper presents her emotions in learning and using languages, navigating the university institutional landscape, and teaching and learning to teach English. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01