Building Foundation on Sand : Certified TEFL Teachers’ Shifting Identity through Practice

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216224%3A14210%2F18%3A00103946" target="_blank" >RIV/00216224:14210/18:00103946 - isvavai.cz</a>

Výsledek na webu

<a href="http://hdl.handle.net/11222.digilib/138256" target="_blank" >http://hdl.handle.net/11222.digilib/138256</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.5817/SP2018-2-9" target="_blank" >10.5817/SP2018-2-9</a>

Jazyk výsledku

angličtina

Název v původním jazyce

Building Foundation on Sand : Certified TEFL Teachers’ Shifting Identity through Practice

Popis výsledku v původním jazyce

The contemporary research on the development of teachers' professional learning and professional identity for a large section of teachers in English as a foreign language (EFL) is woefully underdeveloped. Where previous research focuses on traditionally trained teachers, this project works with teachers trained and certified by private language schools. It examines their perception of development in learning and identity through the lens of Lave and Wenger's theories on professional learning and identity. The data comes from three in-depth interviews from a pilot project of a larger doctoral research project. The primary research questions are: (1) How do non-traditionally trained EFL teachers construct their professional identity? And (2) How do such teachers construct their professional development? The findings push back against and add nuance to the current framework for the development of learning and identity through practice as this teaching population come to and stay in teaching for reasons different yet related to their traditionally trained counterparts.

Název v anglickém jazyce

Building Foundation on Sand : Certified TEFL Teachers’ Shifting Identity through Practice

Popis výsledku anglicky

The contemporary research on the development of teachers' professional learning and professional identity for a large section of teachers in English as a foreign language (EFL) is woefully underdeveloped. Where previous research focuses on traditionally trained teachers, this project works with teachers trained and certified by private language schools. It examines their perception of development in learning and identity through the lens of Lave and Wenger's theories on professional learning and identity. The data comes from three in-depth interviews from a pilot project of a larger doctoral research project. The primary research questions are: (1) How do non-traditionally trained EFL teachers construct their professional identity? And (2) How do such teachers construct their professional development? The findings push back against and add nuance to the current framework for the development of learning and identity through practice as this teaching population come to and stay in teaching for reasons different yet related to their traditionally trained counterparts.

Druh

J_SC - Článek v periodiku v databázi SCOPUS

CEP obor

—

OECD FORD obor

50301 - Education, general; including training, pedagogy, didactics [and education systems]

Projekt

—

Návaznosti

S - Specificky vyzkum na vysokych skolach

Rok uplatnění

2018

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název periodika

Studia paedagogica

ISSN

1803-7437

e-ISSN

—

Svazek periodika

23/2018

Číslo periodika v rámci svazku

2

Stát vydavatele periodika

CZ - Česká republika

Počet stran výsledku

16

Strana od-do

159-174

Kód UT WoS článku

—

EID výsledku v databázi Scopus

2-s2.0-85053341291