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Exploring 'Non-Native' English Teacher Identity Development and Identity in Practice at a Multilingual International School in Thailand
- Source :
-
THAITESOL Journal . 2024 37(1):24-48. - Publication Year :
- 2024
-
Abstract
- This study explores "non-native" English teacher identity development, and identity in practice in a multilingual international school in Thailand. Guided by the teacher's personal interpretative framework (Kelchtermans, 1993) and identity-in-practice theory (Varghese et al., 2005), the study employed a narrative inquiry design using life story interviews, classroom observations, and shadowing technique for the data collection. The three "non-native" English teacher participants were purposefully selected. The data were analyzed by using the inductive coding method (Saldaña, 2009), consisting of three analysis steps: open coding, axial coding, and selective coding. The data revealed that teacher identity development was characterized by solid confidence in their "non-native" status and their teaching abilities as English teachers due to professional qualifications, proficiency in English, and teaching experiences. However, it was revealed that their "non-native" status were affected by external factors (parents and colleagues), weakening their self-esteem and job motivation. This study emphasizes the importance of English proficiency level and qualifications in building confidence among non-native English teachers. Additionally, a supportive socio-cultural environment inside the school is key to support their positive identity and maintain their confidence.
Details
- Language :
- English
- ISSN :
- 2286-8909 and 2697-4614
- Volume :
- 37
- Issue :
- 1
- Database :
- ERIC
- Journal :
- THAITESOL Journal
- Publication Type :
- Academic Journal
- Accession number :
- EJ1430690
- Document Type :
- Journal Articles<br />Tests/Questionnaires<br />Reports - Research