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Obstructions in normative teacher identity development: a case study in Turkey
Professional Development in Education ( IF 2.513 ) Pub Date : 2021-01-21 , DOI: 10.1080/19415257.2021.1879217
Fatma Tokoz Goktepe 1, 2 , Naciye Kunt 1
Affiliation  

ABSTRACT

This paper reports, through a longitudinal case inquiry, on the trajectory of one novice teacher’s professional identity development after completing his pre-service education to become an English teacher in Turkey. He was assigned to a school in the south-east of the country, which has been experiencing worsening civil conflict between regional militants and the national government, characterised by long-lasting curfews and the destruction of buildings and homes. This study provides insights into the formation of a new teacher’s professional identity when working within a conflict region. Written narratives, informal interviews, observation notes, university supervisor observations and a teaching diary were used to examine the developing professional identity. The findings suggest that, in extreme circumstances, individuals may adapt and find ways to mitigate the effects of a challenging community and other disadvantages. Imagined identity can play a powerful role in mediating external difficulties encountered in identity development.



中文翻译:

规范教师身份发展的障碍:土耳其的案例研究

摘要

本文通过纵向案例调查,报告了一名新手教师在完成职前教育后成为土耳其英语教师后的职业身份发展轨迹。他被分配到该国东南部的一所学校,当地激进分子与国家政府之间的内战一直在恶化,其特点是宵禁时间长,建筑物和房屋被毁。本研究对在冲突地区工作时新教师职业身份的形成提供了见解。书面叙述、非正式访谈、观察笔记、大学导师观察和教学日记被用来检查发展中的职业身份。研究结果表明,在极端情况下,个人可能会适应并找到减轻具有挑战性的社区和其他劣势的影响的方法。想象的身份可以在调解身份发展中遇到的外部困难方面发挥强大的作用。

更新日期:2021-01-21
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