'I Don't Want to Be a Teacher': A Collaborative Autoethnographic Inquiry into the Construction of University ELT Instructors' Professional Identity

Autor/inn/en	Intansari Meilani, Rini; Kurniawati, Dewi; Nurfaidah, Sitti
Titel	'I Don't Want to Be a Teacher': A Collaborative Autoethnographic Inquiry into the Construction of University ELT Instructors' Professional Identity
Quelle	In: Teachers and Teaching: Theory and Practice, 28 (2022) 6, S.649-667 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Intansari Meilani, Rini) ORCID (Kurniawati, Dewi) ORCID (Nurfaidah, Sitti)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1354-0602
DOI	10.1080/13540602.2022.2097215
Schlagwörter	College Faculty; Teacher Attitudes; Professional Identity; Ethnography; English (Second Language); Second Language Learning; Second Language Instruction; Women Faculty; Capacity Building; Faculty Development; Language Teachers; Teacher Collaboration; Art; Critical Incidents Method; Educational Philosophy; Foreign Countries; Visual Arts; Poetry; Indonesia + Suchen Sie Ihr Suchwort? Fakultät; Lehrerverhalten; Ethnografie; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Frauenakademie; Weibliche Gelehrte; Language teacher; Sprachunterricht; Lehrerkooperation; Arts; Kunst; Bildungsphilosophie; Erziehungsphilosophie; Ausland; Optische Gestaltung; Lyrik; Poesie; Indonesien
Abstract	Believing teachers as agents who actively make meaning about their professional identities, we depict the construction of our identity as three mid-career female English language teachers. Anchored by collaborative autoethnography (CAE) and arts-based educational research (ABER) approaches, we explored and reflected on our lived critical incidences significant to our professional learning and identity development. By expressing and reflecting upon literary and visual data that we concurrently collected and iteratively analysed, we are becoming more aware of how our identity as ELT instructors has been historical, socio-culturally, and institutionally shaped and reshaped. Our collaborative work has helped us to forecast our future professional development paths and inspired us to extend the collaborative research that promotes community capacity building among us and the wider academic community. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01