Iranian Novice English Teachers' Agency Construction: The Complexity Dynamic/System Perspective

Autor/inn/en	Rostami, Farzad; Yousefi, Mohammad Hosssein
Titel	Iranian Novice English Teachers' Agency Construction: The Complexity Dynamic/System Perspective
Quelle	In: Asian-Pacific Journal of Second and Foreign Language Education, 5 (2020), Artikel 4 (16 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Yousefi, Mohammad Hosssein)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2363-5169
DOI	10.1186/s40862-020-00082-2
Schlagwörter	Foreign Countries; Beginning Teachers; English Teachers; Second Language Instruction; English (Second Language); Professional Autonomy; Empowerment; Feedback (Response); Decision Making; Teacher Qualifications; Iran + Suchen Sie Ihr Suchwort? Ausland; Junior teacher; Junglehrer; English language lessons; Teacher; Teachers; Englischunterricht; Lehrer; Lehrerin; Lehrende; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Berufsfreiheit; Decision-making; Entscheidungsfindung; Lehrqualifikation
Abstract	This study drew on qualitative research and focused on the exercise of agency among the novice English teachers in the Iranian context. Fifteen novice English teachers who have been teaching English in private language institutes in Baneh, Iran were invited through snowball sampling. The analyses of semi-structured and focus group interviews, from the complexity dynamic/system perspective, revealed that teachers practice agency employing dialogic feedback, positioning, and critical incidents. The results further indicated that teachers made a learning community to make the right decision, predict future incidents, and develop their professional agency. The analyses provide implications for the policymakers, teacher educators, and curriculum designers to construct a better opportunity for beginning teachers to become highly-qualified in their careers. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01