An Expert EFL Reading Teacher's Readers Club: Reader Identity and Teacher Professional Development

Autor/in	Wang, Fei-Yu
Titel	An Expert EFL Reading Teacher's Readers Club: Reader Identity and Teacher Professional Development
Quelle	In: European Journal of Teacher Education, 41 (2018) 4, S.517-528 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0261-9768
DOI	10.1080/02619768.2017.1416084
Schlagwörter	English (Second Language); Second Language Instruction; Language Teachers; College Faculty; Communities of Practice; Reading Teachers; Identification (Psychology); Reading Attitudes; Teaching Methods; Clubs; Foreign Countries; Semi Structured Interviews; Professional Identity; Faculty Development; Taiwan + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Language teacher; Sprachunterricht; Fakultät; Community; Reading Teaching; Reading teacher; Leseprozess; Lesen; Lehrer; Lehrerin; Lehrende; Lesenlernen; Reading behavior; Rading behaviour; Leseverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Club; Klub; Ausland
Abstract	This study unveils a tertiary EFL reading teacher's reader identity and its interconnectedness with her pedagogical decisions through narrative inquiry. Community of Practice was employed to elucidate the sources of this reading teacher's reader identity and the interplay between that and her teaching practice. Findings from the categorical content analysis show that this reading teacher's reader identity was projected through her strong passion towards reading. An interactive reading process that results in a better self-understanding is experienced through the reader's reflection on her readings. She reified her reader identity in her teaching practice by forming a readers club. Reader (teacher)-text-reader (student) interaction is thus the most salient feature of this readers club and serves as a mediator that connects the members. Along with this feature, her competence of synchronicity with students was observed in this experienced reading teacher. Pedagogical implications concerning teacher education are discussed. (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	2020/1/01