Teachers鈥?professional identity: Contributions of a critical EFL teacher education course in Iran

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• 作者：Arman Abednia ; ¹ ; ^{arman.abednia@gmail.com}
• 关键词：Critical pedagogy ; Critical TESOL teacher education ; Grounded theory ; Professional identity ; Teacher education
• 刊名：Teaching and Teacher Education
• 出版年：2012
• 期刊代码：116_0742051x
• 类别：soc
• 出版时间：July, 2012
• 卷：28
• 期：5
• 页码：706-717
• 文件大小：228 K

摘要

This paper is a report on contributions of a critical EFL (English as a Foreign Language) teacher education course to Iranian teachers鈥?professional identity reconstruction. Pre-course and post-course interviews with seven teachers, their reflective journals, class discussions, and the teacher educator鈥檚 reflective journals were analyzed as guided by grounded theory. Three major shifts were observed in their professional identities: from conformity to and romanticization of dominant ideologies to critical autonomy, from no orientation or an instrumentalist orientation to a critical/transformative orientation of teaching, and from a linguistic and technical view to an educational view of second language education.