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Visualizing EFL teacher identity (re)construction in materials design and implementation

Visualizing EFL teacher identity (re)construction in materials design and implementation AbstractThis study visually explores the process of identity (re)construction experienced by a pre-service EFL teacher as she designed and implemented English activities at Brazilian state schools. The theoretical framework draws from language teacher development, and narrative concepts on professional identity, teacher knowledge and context. Visual narratives, contextualized by written and oral narratives, are analysed for their holistic-content, taking into account a critical visual approach and a narrative inquiry methodology. The pre-service EFL teacher, whose experience is the focus of this paper, developed a metaphor to describe her process of identity (re)construction: the invisible English teacher. Stories of designing and implementing her own materials, and being part of different teaching landscapes play an important role in her search for visibility as an English teacher. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Applied Linguistics Review de Gruyter

Visualizing EFL teacher identity (re)construction in materials design and implementation

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Publisher
de Gruyter
Copyright
© 2018 Walter de Gruyter GmbH, Berlin/Boston
ISSN
1868-6303
eISSN
1868-6311
DOI
10.1515/applirev-2016-1060
Publisher site
See Article on Publisher Site

Abstract

AbstractThis study visually explores the process of identity (re)construction experienced by a pre-service EFL teacher as she designed and implemented English activities at Brazilian state schools. The theoretical framework draws from language teacher development, and narrative concepts on professional identity, teacher knowledge and context. Visual narratives, contextualized by written and oral narratives, are analysed for their holistic-content, taking into account a critical visual approach and a narrative inquiry methodology. The pre-service EFL teacher, whose experience is the focus of this paper, developed a metaphor to describe her process of identity (re)construction: the invisible English teacher. Stories of designing and implementing her own materials, and being part of different teaching landscapes play an important role in her search for visibility as an English teacher.

Journal

Applied Linguistics Reviewde Gruyter

Published: May 25, 2018

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