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Fostering elementary school English teachers' professional identity through artifacts of practice.
- Source :
- Reflective Practice; Aug2018, Vol. 19 Issue 4, p557-572, 16p
- Publication Year :
- 2018
-
Abstract
- Documents, interviews, and observation notes were used to analyze 19 Taiwanese elementary school English teachers' professional identity construction through artifacts and tools. The conceptual framework was adopted from Wetzler's (2010) Teacher Learning and Performance and Wertsch's (1998) three conceptual terms of artifacts. The study concluded two findings. First, the power and authority of the artifacts and tools referenced by participants also helped them to construct their professional identities. Second, the affordance of artifacts and tools led English teachers to exercise their reflective practice. [ABSTRACT FROM AUTHOR]
- Subjects :
- AUTHORITY
CONCEPTUAL structures
ELEMENTARY schools
ENGLISH as a foreign language
INTERVIEWING
LONGITUDINAL method
POWER (Social sciences)
REFLECTION (Philosophy)
RESEARCH funding
TEACHERS
TEACHING aids
PROFESSIONAL practice
PROFESSIONAL identity
THEMATIC analysis
PARTICIPANT-researcher relationships
MEDICAL artifacts
FIELD notes (Science)
Subjects
Details
- Language :
- English
- ISSN :
- 14623943
- Volume :
- 19
- Issue :
- 4
- Database :
- Complementary Index
- Journal :
- Reflective Practice
- Publication Type :
- Academic Journal
- Accession number :
- 133507814
- Full Text :
- https://doi.org/10.1080/14623943.2018.1538952