نوع مقاله : مقالۀ پژوهشی

نویسندگان

گروه زبان و ادبیات انگلیسی، دانشگاه تهران، تهران، ایران

چکیده

این پژوهش کیفی به بررسی مقایسه‌ای هویت و عاملیت نومعلمان زبان انگلیسی به‌عنوان زبان دوم، از دریچة نظریة قراردهی، پرداخته است. هر ده معلم انگلیسی‌زبان و فارسی‌زبان شرکت‌کننده در این پژوهش دارای مدرک کارشناسی ارشد آموزش زبان انگلیسی بودند و در یک موسسة خصوصی آموزش زبان انگلیسی در شهر مونترال کانادا به تدریس مشغول بودند. داده‌ها از طریق مصاحبه‌های نیمه‌ساختاریافته، گزارش‌های نوشتاری معلمان و مشاهدات پژوهشگر جمع‌آوری شد. بررسی داده‌ها براساس نظریة داده‌بنیاد، نشان داد عاملیت که در کدگذاری انتخابی به‌عنوان دستة مرکزی انتخاب شد، به روش‌های متفاوتی در این دو گروه نمود می‌یابد. نومعلمان انگلیسی‌زبان، عاملیت قدرتمند و کارآمد و نومعلمان فارسی‌زبان، عاملیت ضعیف و ناکارآمد از خود نشان می‌دهند. عاملیت، به‌عنوان دستة مرکزی، همراه با زیرمجموعه‌هایی که به‌طور همزمان مؤثر و متأثر از عاملیت‌اند، هویت منحصربه‌فرد نومعلمان در هر گروه را نشان می‌دهد. یافته‌های این پژوهش برای ارتقای کیفی آموزش‌های پیش از تدریس نومعلمان، آموزش‌های حین تدریس و پیشرفت و بهتر‌کردن برنامة درسی قابل استفاده است.

کلیدواژه‌ها

Abednia, A. (2012). Teachers’ professional identity: Contributions of a critical EFL teacher education course in Iran. Teaching and Teacher Education, 28(5), 706-717.
Alsup, J. (2006). Teacher identity discourses: Negotiating personal and professional spaces. New Jersey: Lawrence Erlbaum Associates.
Ball, D. (1972). Self and identity in the context of deviance: The case of criminal abortion: Theoretical perspectives on deviance. New York: Basic Books.
Beijaard, D., Meijer, P. C., & Verloop, N. (2004). Reconsidering research on teachers’ professional identity. Teaching and Teacher Education, 20(2), 107-128.
Beijaard, D., Meijer, P. C., Morine-Dershimer, G., & Tillema, H. (2005). Teacher professional development in changing conditions. Dordrecht: Springer.
Beijaard, D., Verloop, N., & Vermunt, J. D. (2000). Teachers’ perceptions of professional identity: An exploratory study from a personal knowledge perspective. Teaching and Teacher Education, 16(7), 749-764.
Biesta, G., & Tedder, M. (2006). How is agency possible? Towards an ecological understanding of agency-as-achievement. Learning lives: Learning, identity, and agency in the life course. Working Paper Five, Exeter: Teaching and Learning Research Programme.
Britzman, D. P. (2012). Practice makes practice: A critical study of learning to teach. New York: SUNY Press.
Bullough, R. V., Knowles, J. G., Crow, N. A., Grace, G., & Lawn, M. (1992). Emerging as a teacher. British Journal of Educational Studies, 40(2),183-185.
Cameron, D. (2013). Willingness to communicate in English as a second language as a stable trait or context-influenced variable. Australian Review of Applied Linguistics, 36(2), 177-196.
Chong, S. (2011). Development of teachers' professional identities: From pre-service to their first year as novice teachers. KEDI Journal of Educational Policy, 8(2), 219-233.
Clarke, M. (2008). Language teacher identities: Co-constructing discourse and community. Tonawanda, NY: Multilingual Matters.
Coldron, J., & Smith, R. (1999). Active location in teachers’ construction of their professional identities. Journal of Curriculum Studies, 31(6), 711-726.
Danielewicz, J. (2014). Teaching selves: Identity, pedagogy, and teacher education. New York: SUNY Press.
Davies, B., & Harre, R. (1990). Positioning: The discursive production of selves. Journal for the Theory of Social Behaviour, 20(1), 43-63.
Davies, B., & Harre, R. (1999). Positioning and personhood. In R. Harre, & L. V. Langenhove (Eds.), Positioning theory (pp. 32-52). Massachusetts: Wiley-Blackwell.
Day, C., Kington, A., Stobart, G., & Sammons, P. (2006). The personal and professional selves of teachers: Stable and unstable identities. British Educational Research Journal, 32(4), 601-616.
De Munck, V. C., & Sobo, E. J. (1998). Using methods in the field: A practical introduction and casebook. Walnut Creek, CA: Rowman Altamira.
Emirbayer, M., & Mische, A. (1998). What is agency? American Journal of Sociology, 103(4), 962-1023.
Flores, M. A., & Day, C. (2006). Contexts which shape and reshape new teachers’ identities: A multi-perspective study. Teaching and Teacher Education, 22(2), 219-232.
Gall, M. D., Gall, J. P., & Borg, W. R. (2003). Educational research: An introduction (7th ed.). Boston: Allyn & Bacon.
Gee, J. P. (2000). Identity as an analytic lens for research in education. Review of Research in Education, 25(1), 99–125.
Glaser, B., & Strauss, A. (1967). Grounded theory: The discovery of grounded theory. Sociology the Journal of The British Sociological Association, 12, 27-49.
Handelman, D. (2008). Returning to cosmology: Thoughts on the positioning of belief. Social Analysis, 52(1), 181-195.
Harre, R., & Slocum, N. (2003). Disputes as complex social events: On the uses of positioning theory. Common Knowledge, 9(1), 100-118.
Harre, R., & Van Langenhove, L. (2008). Positioning theory. Self-Care, Dependent Care & Nursing, 16(1), 28-32.
Jenlink, P. M. (2014). Teacher identity and the struggle for recognition: Meeting the challenges of a diverse society. Lanham: R & L Education.
Kayl-Aydar, H. (2015). Multiple identities, negotiations, and agency across time and space: A narrative inquiry of a foreign language teacher candidate. Critical Inquiry in Language Studies, 12(2), 137-160.
Kelchtermans, G. (1993). Getting the story, understanding the lives: From career stories to teachers' professional development. Teaching and Teacher Education, 9(5-6), 443-456.
Kelchtermans, G., & Hamilton, M. L. (2004). The dialectics of passion and theory: Exploring the relation between self-study and emotion. In J. Loughran, M. L. Hamilton, V. K. LaBoskey, & T. Russell (Eds.), International handbook of self-study of teaching and teacher education practices (pp. 785-810). Dordrecht: Kluwer.
Korthagen, F. A. (2004). In search of the essence of a good teacher: Towards a more holistic approach in teacher education. Teaching and Teacher Education, 20(1), 77-97.
Korthagen, F. A. (2004). In search of the essence of a good teacher: Towards a more holistic approach in teacher education. Teaching and Teacher Education, 20(1), 77-97.
Kostogriz, A., & Peeler, E. (2007). Professional identity and pedagogical space: Negotiating difference in teacher workplaces. Teaching Education, 18(2), 107-122.
Lasky, S. (2005). A sociocultural approach to understanding teacher identity, agency and professional vulnerability in a context of secondary school reform. Teaching and Teacher Education, 21(8), 899-916.
Mclean, S. V. (1999). Becoming a teacher: The person in the process. In R. P. Lipka, & Th. M. Brinthaupt (Eds.), The role of self in teacher development (55-58). New York, NY: State University of New York Press.
Mead, G. H. (1934). Mind, self and society (Vol. 111). Chicago: University of Chicago Press.
Mockler, N. (2011). Becoming and ‘being’a teacher: Understanding teacher professional identity. In N. Mockler, & J. Sachs (Eds.), Rethinking educational practice through reflexive inquiry (pp. 123-138). Dordrecht, Netherlands: Springer.
Mockler, N. (2011). Beyond ‘what works’: Understanding teachers’ identity as a practical and political tool. Teachers and Teaching: Theory and Practice, 17(5), 517-528.
Moghaddam, F. M., & Harre, R. (2010). Words, conflicts and political processes. In F. M. Moghaddam & R. Harre (Eds.), Words of conflict, words of war: How the language we use in political processes sparks fighting (1-30). Santa Barbara: Praeger.
Moussu, L., & Llurda, E. (2008). Non-native English-speaking English language teachers: History and research. Language Teaching, 41(3), 315-348.
Olsen, B. (2010). Teaching for success: Developing your teacher identity in today’s classroom. Boulder/London: Paradigm Publishers.
Pennington, M. C. (2014). Teacher identity in TESOL: A frames pespective. In Y. L. Cheung, S. B. Said, & P. Kwanghyun (Eds.), Advances and current trends in language teacher identity research (pp. 16-30). Abington: Routledge.
Phillips, D. J., & Hayes, B. A. (2008). Securing the oral tradition: Reflective positioning and professional conversations in midwifery education. Collegian, 15(3), 109-114.
Priestley, M., Edwards, R., Priestley, A., & Miller, K. (2012). Teacher agency in curriculum making: Agents of change and spaces for manoeuvre. Curriculum Inquiry, 42(2), 191-214.
Pyhältö, K., Pietarinen, J., & Soini, T. (2012). Do comprehensive school teachers perceive themselves as active professional agents in school reforms? Journal of Educational Change, 13(1), 95-116.
Ray, J. M. (2009). A template analysis of teacher agency at an academically successful dual language school. Journal of Advanced Academics, 21(1), 110-141.
Rex, L. A., & Schiller, L. (2009). Using discourse analysis to improve classroom interaction. New York: Routledge.
Rodgers, C. R., & Scott, K. H. (2008). The development of the personal self and professional identity in learning to teach. In M. Cochran-Smith, S. Feiman-Nemser, & D. J. McIntyre (Eds.), Handbook of research on teacher education: Enduring questions in changing contexts (3rd ed., pp. 732-756). New York, NY: Routledge.
Rogers, R., & Wetzel, M. M. (2013). Studying Agency in literacy teacher education: Layered approach to positive discourse analysis. Critical Inquiry in Language Studies, 10(1), 62-92.
Sachs, J. (2001). Teacher professional identity: Competing discourses, competing outcomes. Journal of Education Policy, 16(2), 149-161.
Sammons, P., Day, C., Kington, A., Gu, Q., Stobart, G., & Smees, R. (2007). Exploring variations in teachers’ work, lives and their effects on pupils: Key findings and implications from longitudinal mixed-method study. British Educational Research Journal, 33(5), 681-701.
Schensul, J. S., Schensul, J. J., & LeCompte, D. M. (1999). Enhanced ethnographic methods: Observation, interviews, and questionnaires, Vol. 2. Walnut Creek, CA: AltaMira Press.
Singh, G., & Richards, J. C. (2006). Teaching and learning in the language teacher education course room: A critical sociocultural perspective. RELC journal, 37(2), 149-175.
Søreide, G. E. (2006). Narrative construction of teacher identity: Positioning and negotiation. Teachers and Teaching: Theory and Practice, 12(5), 527-547.
Stake, R. E. (2005). Qualitative case studies. In N. K. Denzin & Y. S. Lincoln (Eds.), The Sage handbook of qualitative research (3rd ed.). Thousand Oaks, CA: Sage.
Strauss, A., & Corbin, J. (1990). Basics of qualitative research techniques. Newbury Park, CA: Sage publications.
Strauss, A., & Corbin, J. (1998). Basics of qualitative research: Procedures and techniques for developing g theory. Thousand Oaks, CA: Sage.
Vähäsantanen, K. (2015). Professional agency in the stream of change: Understanding educational change and teachers' professional identities. Teaching and teacher education, 47, 1-12.
Van Langenhove, L., & Harre, R. (1999). Introducing positioning theory. In R. Harre & L. van Langenhove (Eds.), Positioning theory: Moral contexts of intentional action (pp. 14–31). Blackwell: Oxford.
Varghese, M. M. (2006). Bilingual teachers-in-the-making in Urbantown. Journal of Multilingual and Multicultural Development, 27(3), 211-224
Varghese, M., Morgan, B., Johnston, B., & Johnson, K. A. (2005). Theorizing language teacher identity: Three perspectives and beyond. Journal of Language, Identity, and Education, 4(1), 21-44.
Walkington, J. (2005). Becoming a teacher: Encouraging development of teacher identity through reflective practice. Asia-Pacific Journal of Teacher Education, 33(1), 53–64.
Yin, R. (2003). Case study research. Design and methods (3rd ed.). Thousand Oaks, CA: Sage.
CAPTCHA Image