"It Feels like a Performance when I Teach Online": Autoethnography of Tensions in Teacher Identity

Autor/in	Loo, Daron Benjamin
Titel	"It Feels like a Performance when I Teach Online": Autoethnography of Tensions in Teacher Identity
Quelle	In: PROFILE: Issues in Teachers' Professional Development, 25 (2023) 2, S.15-28 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Loo, Daron Benjamin)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1657-0790
Schlagwörter	Foreign Countries; Professional Identity; Language Teachers; Teacher Attitudes; English (Second Language); Second Language Learning; Second Language Instruction; Ethnography; COVID-19; Pandemics; Online Courses; English for Academic Purposes; Writing Instruction; Expectation; Technological Literacy; Pedagogical Content Knowledge; Teaching Methods; Stress Variables; Educational Change; Teacher Effectiveness; State Universities; Singapore + Suchen Sie Ihr Suchwort? Ausland; Language teacher; Sprachunterricht; Lehrerverhalten; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Ethnografie; Online course; Online-Kurs; Schreibunterricht; Expectancy; Erwartung; Technisches Wissen; Pädagogische Kompetenz; Teaching method; Lehrmethode; Unterrichtsmethode; Bildungsreform; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Staatliche Universität; Singapur
Abstract	This autoethnographic study examined the tensions affecting the identity of a teacher in charge of an online English academic writing module during the COVID-19 pandemic. Reflections written over one academic year were examined using performativity as an analytical lens. The analysis identified three types of tensions: performing for proximity, performing to meet the institution's and student's expectations, and continuously changing performances. These tensions highlight the teacher's performativity when using technology, which ultimately configured his teacher identity. From these tensions, the paradox of technology may be observed. Specifically, tools supposedly productive for an online class may not necessarily be well received by students and may burden the teacher. (As Provided).
Anmerkungen	Universidad Nacional de Colombia. Carrera 30 No. 45-03 Ciudad Universitaria, Bogotá, Colombia. Tel: +571-3165000 Ext.16780; Fax: +571-3165000 Ext.16780 or 16773; e-mail: rprofile_fchbog@unal.edu.co; Web site: https://revistas.unal.edu.co/index.php/profile/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01