NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1254340
Record Type: Journal
Publication Date: 2020
Pages: 17
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1534-8458
EISSN: N/A
Iranian ELT Student Teachers' Portrayal of Their Identities as an English Language Teacher: Drawings Speak Louder than Words
Safari, Parvin
Journal of Language, Identity, and Education, v19 n2 p125-141 2020
This study makes use of visual methodology to achieve insights regarding Iranian ELT student teachers' professional identities. Accordingly, the researcher makes an attempt to investigate the 51 male-female student teachers' professional identities through their drawings. Social constructivism, hermeneutics, and grounded theory inspire this study and allow the researcher to make sense of drawings and approach them as texts, which freight meaning to be interpreted. Data analysis based on inductive design led to the emergence of themes that most of the student teachers have reconstructed and developed their identities in the rapid evolving cultural and global context created by the new insights and perspectives of postmodernism. However, in the case of student teachers whose identities have been traditionally shaped, teacher educators are required to provide support through additional instruction, dialogue, feedback, and insights to raise their consciousness about their identities and self.
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: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Iran
Grant or Contract Numbers: N/A