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

被引：82
|
作者：
Abednia, Arman [1 ]
机构：
[1] Allameh Tabatabai Univ, Dept English Language & Literature, Tehran 19979, Iran
来源：
TEACHING AND TEACHER EDUCATION | 2012年 / 28卷 / 05期
关键词：
Critical pedagogy; Critical TESOL teacher education; Grounded theory; Professional identity; Teacher education;
D O I：
10.1016/j.tate.2012.02.005
中图分类号：
G40 [教育学];
学科分类号：
040101 ; 120403 ;
摘要：
This paper is a report on contributions of a critical EFL (English as a Foreign Language) teacher education course to Iranian teachers' professional identity reconstruction.(2) Pre-course and post-course interviews with seven teachers, their reflective journals, class discussions, and the teacher educator's 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. (C) 2012 Elsevier Ltd. All rights reserved.
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页码：706 / 717
页数：12
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