NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1152211
Record Type: Journal
Publication Date: 2017
Pages: 14
Abstractor: As Provided
ISSN: ISSN-1523-5882
Relational Professionalism in a Bilingual Teacher Association: Promoting Occupational Identities and Pedagogic Agency
Bonilla, Chris Milk
Bilingual Research Journal, v40 n3 p304-317 2017
Relational professionalism in education is a way of regarding teaching as a profession which privileges relationality, or engaged and connected relationships with the self, with others and one's teaching practice. In this article, I examine a bilingual teacher association who use their annual conference as a vehicle to support and strengthen their membership by adopting relationality as a core value of the association. I analyze how bilingual teachers in this association described the impact of relational professionalism on the association, the conference and on their teaching. Through their interviews, I found that these bilingual teachers described how relational professionalism allowed them to reflect on their bilingual teacher occupational identities, promoted a greater sense of confidence in their own pedagogic practice and agency. It also offered diverse opportunities for working together on self-defined goals, or relational agency.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Texas
Grant or Contract Numbers: N/A