English Language Teachers' Professional Journey and Construction of Their Identity

Autor/inn/en	Neupane, Bharat Prasad; Bhatt, Surendra Prasad
Titel	English Language Teachers' Professional Journey and Construction of Their Identity
Quelle	In: Journal of Interdisciplinary Studies in Education, 12 (2023) 1, S.109-130 (22 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2166-2681
Schlagwörter	English (Second Language); Second Language Learning; Second Language Instruction; Teacher Attitudes; Language Teachers; Professional Identity; Foreign Countries; College Faculty; Faculty Development; Communities of Practice; Imagination; Language Attitudes; Creativity; Learning Motivation; School Policy; Universities; Nepal + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Lehrerverhalten; Language teacher; Sprachunterricht; Ausland; Fakultät; Community; Sprachverhalten; Kreativität; Motivation for studies; Lernmotivation; Schulpolitik; University; Universität
Abstract	Given the widespread concentration on beliefs, values, emotions, critical incidents, and practices in exploring teachers' professional identities, this study presents the trajectories of identity construction of three English language teachers from Nepal, analyzing their storied lives from schoolteachers to university professors. For this purpose, the article considered the three-dimensional professional development model forwarded by Padwad and Dixit (2014) to explore the effective mediation by the state agencies, culture and the policies, appropriate support from the organizations, and the bottom-up initiatives taken by the teachers in their professional development. Besides, the professional development journey derived from the in-depth interview of the participants is analyzed by employing Wenger's (1999) communities of practice, particularly engagement, alignment, and imagination, as theoretical categories to discover their professional identities. The analysis revealed that passion for language, creativity, and motivation to learn English during childhood initially encouraged them to study English. In addition, inspiration from their teachers during their schooling and later a competitive working environment motivated them to experiment with innovative teaching approaches and establish themselves in the profession. Furthermore, diversification in university teaching according to university requirements and resultant divergence from the professional root ultimately transformed their identity beyond English teachers. Finally, university policy, customization of teachers as per the university requirement, and their survival strategy as English teachers in a university where technical subjects are given more priority has impacted their professional identities. (As Provided).
Anmerkungen	STAR Scholars Network & OJED. 6 Delgreen Court, Nottinghamm, MD 21236. Web site: https://www.ojed.org/index.php/jise
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01