Literaturnachweis - Detailanzeige
Autor/inn/en | Hilal Peker; Torlak, Metin; Toprak-Çelen, Esma; Eren, Gamze; Günsan, Meral |
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Titel | Language Teacher Identity Construction of Foreign Language Teaching Assistants |
Quelle | In: International Online Journal of Education and Teaching, 7 (2020) 1, S.229-246 (19 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Zusatzinformation | ORCID (Hilal Peker) ORCID (Torlak, Metin) ORCID (Toprak-Çelen, Esma) ORCID (Eren, Gamze) ORCID (Günsan, Meral) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 2148-225X |
Schlagwörter | Teaching Assistants; Phenomenology; Language Teachers; Professional Identity; Cultural Awareness; Second Language Learning; Second Language Instruction; English (Second Language); Teacher Attitudes; Teaching Methods; Educational Change; Barriers; Goal Orientation; Expectation; Self Concept; Cultural Differences; Foreign Nationals; Federal Legislation; International Educational Exchange; Federal Programs; Teacher Exchange Programs; Comparative Education; Foreign Countries; Vietnam; United States; Philippines; Turkey; Russia Phenomenological psychology; Phänomenologie; Psychologie; Language teacher; Sprachunterricht; Cultural identity; Kulturelle Identität; Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Lehrerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Bildungsreform; Zielorientierung; Zielvorstellung; Expectancy; Erwartung; Selbstkonzept; Kultureller Unterschied; Ausländer; Ausländerin; Bundesrecht; Internationaler Austausch; Vergleichende Erziehungswissenschaft; Ausland; USA; Philippinen; Türkei; Russland |
Abstract | Language teacher identity has been studied in several contexts in English Language Teaching (ELT) field; however, looking at language teacher identity in a United States context in which teachers from other countries teach their native languages as a foreign language has been a rare topic so far. Therefore, this phenomenological qualitative study investigated the lived experiences of four foreign language teaching assistants who lived and taught in the United States through Fulbright Foreign Language Teaching Assistant (FLTA) Program. The findings indicated four main emerging themes: (a) pedagogical shift, (b) crosscultural awareness, (c) challenges, and (d) goals and expectations. These dynamic components shaped language teachers' identity in this context. The results are presented under the framework of language teacher identity. Implications as a guide for future FLTA teachers and for teacher exchange programs are provided. (As Provided). |
Anmerkungen | Informascope. 3251 Cadde Kozlu Evler 2/49 Yasamkent, 06800, Turkey. e-mail: iojetmail@gmail.com; Web site: https://iojet.org/index.php/IOJET |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |