Contributions of Assessment-Related Critical Incidents to Language Teacher Identity Development

Autor/inn/en	Babaii, Esmat; Molana, Khazar; Nazari, Mostafa
Titel	Contributions of Assessment-Related Critical Incidents to Language Teacher Identity Development
Quelle	In: Innovation in Language Learning and Teaching, 15 (2021) 5, S.442-457 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Babaii, Esmat) ORCID (Molana, Khazar) ORCID (Nazari, Mostafa)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1750-1229
DOI	10.1080/17501229.2020.1824234
Schlagwörter	Critical Incidents Method; Second Language Learning; Second Language Instruction; Language Teachers; Foreign Countries; Professional Identity; Teacher Attitudes; Grounded Theory; Teaching Methods; Professional Autonomy; Evaluation Methods; Parent Teacher Cooperation; Teacher Student Relationship; English (Second Language); Iran + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Fremdsprachenunterricht; Language teacher; Sprachunterricht; Ausland; Lehrerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Berufsfreiheit; Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung; Teacher student relationships; Lehrer-Schüler-Beziehung; English as second language; English; Second Language; Englisch als Zweitsprache
Abstract	While research on teachers' Critical Incidents (CIs) has grown exponentially, little research has been done on teachers' assessment-related CIs, much less examining the contributions of such CIs to their identity sense-making. This study aimed to fill some of this gap by exploring assessment-related CIs of 13 Iranian L2 teachers and the associated contributions to their identity development. Data were collected from narrative frames and cognitive interviews and analyzed via grounded theory and thematic analysis. The results indicated that the teachers narrated more teaching low incidents than teaching high incidents. The CIs had influenced the teachers' self-images, had mediated the way they defined their role in relation to other institutional participants, and were accompanied by institutional restrictions that had limited the teachers in enacting their preferred assessment practices and developing their autonomy. Results of the study offer implications to policy-makers and teacher educators regarding the importance of unpacking teachers' assessment CIs to enhance the effectiveness o f their educational systems. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01