"It's Not Like That at All": A Poststructuralist Case Study on Language Teacher Identity and Emotional Labor

Autor/inn/en	Kocabas-Gedik, Pinar; Ortaçtepe Hart, Deniz
Titel	"It's Not Like That at All": A Poststructuralist Case Study on Language Teacher Identity and Emotional Labor
Quelle	In: Journal of Language, Identity, and Education, 20 (2021) 2, S.103-117 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1534-8458
DOI	10.1080/15348458.2020.1726756
Schlagwörter	Case Studies; Language Teachers; Second Language Learning; Second Language Instruction; English (Second Language); Professional Identity; Communities of Practice; Longitudinal Studies; Beginning Teachers; Native Speakers; Emotional Experience; Universities; Educational Background; Turkish; Language Proficiency; Social Support Groups; Work Environment; Teacher Burnout; Foreign Nationals; Foreign Countries; Turkey + Suchen Sie Ihr Suchwort? Case study; Fallstudie; Case Study; Language teacher; Sprachunterricht; Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Community; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Junior teacher; Junglehrer; Muttersprachler; University; Universität; Vorbildung; Türkisch; Language skill; Language skills; Sprachkompetenz; Social support; Soziale Unterstützung; Arbeitsmilieu; Burnout-syndrom; Burnout; Teacher; Teachers; Burnout-Syndrom; Lehrer; Lehrerin; Ausländer; Ausländerin; Ausland; Türkei
Abstract	This longitudinal case study explored the language teacher identity construction of two novice native English-speaking teachers (NESTs) in an EFL context. Adopting a poststructuralist approach, Emily's and David's teacher identity construction were explored in relation to the emotional labor they expressed and experienced throughout their first year at a university in Turkey. Data were collected over a six-month period through weekly journal entries, semi-structured follow-up interviews and researchers' field notes. While Emily and David had similar experiences as novice NESTs in their institution, three factors made a difference in their trajectories: educational background, competence in the local language, and supportive discourses at work. These three factors led to different emotional labor in their lives, and this contributed to their investment and participation in communities of practice. Overall, this study presents the ways in which emotional labor is interwoven with notions of investment, burnout, communities of practice, and teacher identity at large. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01