TEACHER IDENTITY AND TRANSNATIONAL EXPERIENCE: A CASE OF AN EFL TEACHER FROM GEORGIA TEACHING IN TURKEY

Emel Küçükali

Abstract


The article presents a case study of an experienced non-native EFL teacher with educational background and teaching experience from her home country Georgia, and with a present EFL teaching position in her host country Turkey. Based on interview and graphic elicitation data, the study explored the changes which her teacher identity had undergone after interaction between her Georgian background and new Turkish context. These changes were investigated from social constructivist perspective in terms of culture, professional development, reflectivity, motivation, theory-practice integration and collaboration. Data were analyzed through structural, in vivo, open and theory-driven coding. The results indicated three main changes involving the following themes: (1) intercultural competence, (2) teacher development, and (3) collaboration. These transformations were identified with the development of three sub-identities respectively: intercultural, professional and social. The findings are consistent with multifaceted and dynamic nature of teacher identity. As for implementations, transnational teaching experience should be fostered by institutions and intercultural competency should be integrated into teacher education disciplines.  

Keywords: intercultural context, social constructivism, teacher identity, transnational experience

Full Text:

PDF

References


Abednia, A. (2012). Teachers’ professional identity: Contributions of a critical EFL teacher education course in Iran. Teaching and Teacher Education, 28(5), 706-717.

Bagnoli, A. (2009). Beyond the standard interview: The use of graphic elicitation and arts-methods. Qualitative research, 9(5), 547-570.

Barrett, A. M. (2008). Capturing the difference: Primary school teacher identity in Tanzania. International Journal of Educational Development, 28(5), 496-507.

Beauchamp, C., & Thomas, L. (2009). Understanding teacher identity: An overview of issues in the literature and implications for teacher education. Cambridge Journal of Education, 39(2), 175-189.

Beijaard, D., Meijer, P. C., & Verloop, N. (2004). Reconsidering research on teachers’ professional identity. Teaching and Teacher Education, 20(2), 107-128.

Borg, S. (2010). Language teacher research engagement. Language teaching, 43(04), 391-429.

Conle, C. (1996). Resonance in preservice teacher inquiry. American Educational Research Journal, 33(2), 297-325.

Council of Europe. (2001). Common European framework of reference for languages: Learning, teaching, assessment. Cambridge, MA: Cambridge University Press.

Council of Europe. (2003). Guide for the development of language education policies in Europe from linguistic diversity to plurilingual education. Strasbourg: Council of Europe.

De Cuir-Gunby, J. T., Marshall, P. L., & McCulloch, A. W. (2011). Developing and using a codebook for the analysis of interview data: An example from a professional development research project. Field Methods, 23(2), 136-155.

Frankel, J. R., & Wallen, N. E. (2009). How to design and evaluate research in education. NY: McGraw-Hill.

Korthagen, F. A., Kessels, J., Koster, B., Lagerwerf, B., & Wubbles, T. (2008). Linking practice and theory: The pedagogy of realistic teacher education. New York: Library of Congress Cataloguing-in-Publication Data

Landis, J. R., & Koch, G. G. (1977). The measurement of observer agreement for categorical data. Biometrics, 33(1), 159-174.

Lasky, S. (2005). A sociocultural approach to understanding teacher identity, agency and professional vulnerability in a context of secondary school reform. Teaching and teacher education, 21(8), 899-916.

Menard‐Warwick, J. (2008). The cultural and intercultural identities of transnational English teachers: Two case studies from the Americas. TESOL Quarterly, 42(4), 617-640.

Miles, M. B., Huberman, A. M., & Saldana, J. (2014). Qualitative data analysis: A methods sourcebook. London: Sage.

Nguyen, H. T. (2008). Conceptions of teaching by five Vietnamese American preservice teachers. Journal of Language, Identity, and Education, 7(2), 113-136.

Norton, B. (1997). Language, identity, and the ownership of English. TESOL Quarterly, 31(3), 409-429.

Patricia, A. D., & Uchida, Y. (1997). The negotiation of teachers’ sociocultural identities and practices in postsecondary EFL classroom. TESOL Quarterly, 31(3), 451-486.

Patton, M. Q. (2002) Qualitative research and evaluation methods. Thousand Oaks: California.

Rossman, G. B., & Rallis, S. F. (2011). Learning in the field: An introduction to qualitative research. Thousand Oaks: Sage.

Roberts, J. (2016). Language teacher education. Abingdon, Oxon: Routledge.

Sachs, J. (2005). Teacher education and the development of professional identity: Learning to be a teacher. In M. Kompf & P. Denicolo (Eds.), Connecting policy and practice: Challenges for teaching and learning in schools and universities (pp. 5-21). Oxford: Routledge.

Saldaña, J. (2013). The coding manual for qualitative researchers. Los Angeles: Sage.

Sandelowski, M. (1993). Rigor or rigor mortis: the problem of rigor in qualitative research revisited. Advances in Nursing Science, 16(2), 1-8.

Sheridan, L. D. (2013). Changes in pre-service teachers’ perceptions of teacher qualities: Development from egocentric to student centric. Australian Journal of Teacher Education, 38(9), 55-75.

Tang, S. Y., Wong, A. K., & Cheng, M. M. (2016). Examining professional learning and the preparation of professionally competent teachers in initial teacher education. Teachers and Teaching, 22(1), 54-69.

Varghese, M., Morgan, B., Johnston, B., & Johnson, K. A. (2005). Theorizing language teacher identity: Three perspectives and beyond. Journal of Language, Identity, and Education, 4(1), 21-44.

Viera, A. J., & Garrett, J. M. (2005). Understanding interobserver agreement: The kappa statistic. Fam Med, 37(5), 360-363.

Walkington, J. (2005). Becoming a teacher: Encouraging development of teacher identity through reflective practice. Asia-Pacific Journal of Teacher Education, 33(1), 53-64.

Zeichner, K. M., & Liston, D. P. (1996). Reflective teaching: An introduction. Mahwah, N.J: L. Erlbaum Associates.


Refbacks

  • There are currently no refbacks.


Creative Commons License
This work is licensed under a Creative Commons Attribution 3.0 License.

Contact:
Prof. Dr. İsmail Hakkı Mirici
Editor in Chief 

Hacettepe University 
Faculty of Education 
Department of English Language Teaching 
06800, Beytepe Ankara, Turkey

E-mail: hakkimirici@gmail.com