An Autobiographical Study of Language Teacher's Perceived Psychological Dynamics: Methodological Issues and Insights

Autor/in	Saleem, Mehvish
Titel	An Autobiographical Study of Language Teacher's Perceived Psychological Dynamics: Methodological Issues and Insights
Quelle	In: Journal of Education and Educational Development, 6 (2019) 1, S.9-24 (16 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2310-0869
Schlagwörter	Second Language Learning; Second Language Instruction; Language Teachers; Teacher Attitudes; Grounded Theory; English (Second Language); College Faculty; Higher Education; Psychological Studies; Foreign Countries; Individual Differences; Males; Longitudinal Studies; Personal Narratives; Teaching Experience; Pakistan + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Fremdsprachenunterricht; Language teacher; Sprachunterricht; Lehrerverhalten; English as second language; English; Second Language; Englisch als Zweitsprache; Fakultät; Hochschulbildung; Hochschulsystem; Hochschulwesen; Ausland; Individueller Unterschied; Male; Männliches Geschlecht; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Erlebniserzählung
Abstract	Psychological research in second language acquisition (SLA) is a growing field. Much of this research has primarily focused on examining the language learner with comparatively little emphasis on exploring the language teacher. Moreover, psychological research informed by process-oriented approaches views individuals' psychological constructs stable individual difference variables. Recently, there has been a growing interest in the complex dynamic systems perspective, which has led researchers to focus increasingly on the dynamic nature of individuals' psychological variables. This study explores the psychological dynamics of two male participants working at tertiary-level as English language teachers in Pakistan over the long-term timescale of years. Data were generated using autobiographical narratives. An inductive approach, which is inspired by Grounded Theory was then used to analyze the data. The findings demonstrate both stability and change in teachers' experiences, thus suggesting the dynamic nature of their psychology. The paper concludes by discussing the methodological challenges facing future research on individual's psychological dynamics. (As Provided).
Anmerkungen	Institute of Business Management, Department of Education. Korangi Creek, Karachi-75190, Sindh, Pakistan. Tel: +92-21-111-002-004; Fax: +92-21-3509-0968; e-mail: education.journal@obm.edu.pk; Web site: http://journals.iobmresearch.com/index.php/JEED/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01