Disrupted English Language Teacher Identities: A Social Justice Perspective
Yazarlar (1)
Doç. Dr. Sibel SÖĞÜT Sinop Üniversitesi, Türkiye
| Makale Türü |
Özgün Makale
(SCOPUS dergilerinde yayınlanan tam makale)
|
||
| Dergi Adı | Tesl Ej | ||
| Dergi ISSN | 1072-4303 Dergi Bilgileri (2024) | ||
| Dergi Tarandığı Indeksler | Scopus | ||
| Makale Dili | İngilizce | Basım Tarihi | 05-2024 |
| Kabul Tarihi | – | Yayınlanma Tarihi | 01-05-2024 |
| Cilt / Sayı / Sayfa | 28 / 1 / 1–24 | DOI | 10.55593/ej.28109s4 |
| Makale Linki | https://doi.org/10.55593/ej.28109s4 | ||
| UAK Araştırma Alanları |
İngiliz Dili Eğitimi
|
||
| Özet |
| Informed by Huber's (2021) framework of critical ethnography from a social justice perspective, this study aimed to (a) figure out how language teachers struggle for equity embedded within their socio-cultural contexts of schooling; (b) examine the micro, meso, and macro-factors affecting their identities with the impact of dominating ideologies; (c) uncover how they position themselves in challenging such practices and constraints. This study employs an exploratory qualitative case study design and an inductive data analysis method to document the voices of two in-service and three pre-service English language teachers and two teacher educators as professionals in K-12 school settings in Türkiye. The study addressed how ideologies stemming from power, authority, and institutional structures shape their ongoing teacher identity formation. As a result, language educators referred to oppression stemming from imposed decisions, decontextualized in-service and pre-service teacher |
| Anahtar Kelimeler |
| Dominant ideologies | Social justice | Socio-cultural contexts of schooling | Teacher identity formation | Teacher training |
BM Sürdürülebilir Kalkınma Amaçları
| Atıf Sayıları | |
| Scopus | 6 |
| Google Scholar | 12 |