Coherent and Paradoxical Professional Identities of a Taiwanese English Teacher in Japan

Autor/in	Lin, Shu-Wen
Titel	Coherent and Paradoxical Professional Identities of a Taiwanese English Teacher in Japan
Quelle	In: Taiwan Journal of TESOL, 17 (2020) 1, S.35-56 (22 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1814-9448
Schlagwörter	Asians; Professional Identity; Foreign Nationals; Second Language Learning; Second Language Instruction; English (Second Language); Language Teachers; Teacher Attitudes; Constructivism (Learning); Journal Writing; Foreign Countries; College Faculty; Teacher Characteristics; Language Variation; Student Attitudes; Undergraduate Students; Teaching Experience; Caring; Teacher Student Relationship; Acculturation; Faculty Development; Content Analysis; Japan + Suchen Sie Ihr Suchwort? Asian; Asiat; Asiatin; Asiaten; Asiate; Ausländer; Ausländerin; Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Language teacher; Sprachunterricht; Lehrerverhalten; Zeitschriftenaufsatz; Ausland; Fakultät; Sprachenvielfalt; Schülerverhalten; Care; Pflege; Sorge; Betreuung; Teacher student relationships; Lehrer-Schüler-Beziehung; Akkulturation; Inhaltsanalyse
Abstract	This self-study research aims to report and reflect on the practitioner-researcher's experience as an English teacher in a Japanese university. The study also aims to explore the dynamics of teacher identity construction. The theoretical perspective of this study is based on global Englishes and social constructivist theories, which discuss autonomy, affect, and identity factors in an English-language classroom. Qualitative data are collected from the reflective journal of the English teacher as well as from the written accounts of the students who completed the first semester of the compulsory English communication course. These data (15 teacher reflective journal entries and 50 student written accounts) are examined through content analysis to answer the following three research questions: What are the professional identities of the Taiwanese English teacher? How do the teacher's classroom practices reflect her professional identities? How are these identities constructed throughout the research period? The results indicate that the differences in the teacher's experiences have led to paradoxical identities and that the teacher and her students have a coherent positive perception of the teacher as a caring partner and acculturator. The implications of this research are expected to yield suggestions for teacher professional development and the researcher's personal growth. (As Provided).
Anmerkungen	National Chengchi University Department of English. 64 Sec 2 ZhiNan Road, Wenshan District, Taipei 11605, Taiwan, R.O.C. Tel: 886-2-2938-7248; Fax: 886-2-2939-0510; e-mail: tjtesol@nccu.edu.tw; Web site: http://www.tjtesol.org/index.php/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01