Teacher Identity in Language Teaching: Integrating Personal, Contextual, and Professional Factors

被引：193

作者：

Pennington, Martha C. ^{[1
]}

Richards, Jack C. ^{[2
]}

机构：

[1] Univ London, London WC1E 7HU, England

[2] SEAMEO RELC, Singapore, Singapore

来源：

RELC JOURNAL | 2016年 / 47卷 / 01期

关键词：

Language teaching; teacher identity; teacher learning; teacher education; language learning; second language;

D O I：

10.1177/0033688216631219

中图分类号：

H0 [语言学];

学科分类号：

030303 ; 0501 ; 050102 ;

摘要：

This article reviews notions of identity and teacher identity, how these relate to the specific characteristics of language teaching, and how teacher identity can evolve or be developed through experience and teacher education. The notion of teacher identity highlights the individual characteristics of the teacher and how these are integrated with the possibilities and potentials provided in the institutional identity of teacher and the content and methods of a specific field, as these are realized in specific contexts of teaching. The elements of a teacher identity in language teaching are derived from a review of literature on identity and described in terms of the foundational and advanced competences required for language teaching, as illustrated by excerpts from teacher narratives. The discussion concludes with recommendations for teacher education and professional development with a focus on identity.

引用

页码：5 / 23

页数：19

共 47 条

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[32]

Richards J., 1998, BEYOND TRAINING

[33]

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[34]

Richards J. C., 2011, PRACTICE TEACHING RE, P15, DOI [10.1017/CBO9781139151535, DOI 10.1017/CBO9781139151535]