Literaturnachweis - Detailanzeige
| Autor/in | Torres-Rocha, Julio César |
|---|---|
| Titel | English Language Teacher Educators' Critical Professional Identity Constructions and Negotiations |
| Quelle | In: Language and Intercultural Communication, 23 (2023) 1, S.53-68 (16 Seiten)
PDF als Volltext |
| Zusatzinformation | ORCID (Torres-Rocha, Julio César) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1470-8477 |
| DOI | 10.1080/14708477.2023.2166058 |
| Schlagwörter | Language Teachers; Self Concept; English (Second Language); Second Language Learning; Second Language Instruction; Foreign Countries; Professional Identity; Teacher Educators; Teacher Education Programs; Action Research; Cooperative Learning; Colombia |
| Abstract | This study sought to examine how professional identities of English Language Teacher Educators (ELTEs) evolved considering current socio-political factors surrounding Teaching English as an International Language (TEIL) in Colombia. This in-depth research examined how a group of 5 non-native ELTEs constructed and transformed their identity in an English Teacher Education programme. It is framed by an interpretive paradigm and a critical action research approach. Interviews, a series of small group study events, and ELTEs' reflective reports were the three approaches employed to collect the data. The main finding of this investigation showed a certain degree of change in participants' professional identities. (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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