Research Article
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Year 2023, Issue: 37, 1173 - 1181, 21.12.2023

Fatma Toköz

https://doi.org/10.29000/rumelide.1405830

Abstract

References

  • Abednia, A. (2012). Teachers’ professional identity: Contributions of a critical EFL teacher education course in Iran. Teaching and Teacher Education, 28(1), 706-717.
  • Afshar, H. S., & Movassagh, H. (2021). Towards a critical language teacher identity: Contributions of a critical teacher education course. Applied Research on English Language, 10(2), 89-110.
  • Akban, R. (2008). Transforming lives: Introducing critical pedagogy into ELT classrooms. English Language Teachers Journal, 62(3), 276-283.
  • Baecher, L., Kasper, J., & Mincin, J. (2019). Educating students of refugee backgrounds: Critical language teacher education in TESOL. The CATESOL Journal, 31(1), 165-179.
  • Banegas, D. L., & Gerlach, D. (2021). Critical language teacher education: A duoethnography of teacher educators’ identities and agency. System, 98(1), 1-12.
  • Barkhuizen, G. (2017). Language teacher identity research. In G. Barkhuizen (Ed.), Reflections on language teacher identity research (pp. 1-11). Routledge.
  • Canagarajah, S. (2005). ‘Critical pedagogy in L2 learning and teaching’ in E. Hinkel (ed.). Handbook of Research in Second Language Teaching and Learning. Mahwah, NJ: Lawrence Erlbaum Associates.
  • Garcia, O. (2017). Critical multilingual language awareness and teacher education. In J. Cenoz, D. Gorter, & S. May, Language Awareness and Multilingualism (Encyclopedia of Language and Education) (Vol. 3rd ed., pp. 263-280). Springer.
  • Gray, J. (2019). Critical language teacher education? Routledge.
  • Hawkins, M., & Norton, B. (2009). Critical language teacher education. In A. Burns, & J. C. Richards, The Cambridge Guide to Second Language Teacher Education (pp. 30-39). Cambridge University Press.
  • Henry, A. (2019). A drama of selves: Investigating teacher identity development from dialogical and complexity perspectives. Studies in Second Language Learning and Teaching, 9(2), 263-285.
  • Hiver, P., Al-Hoorie, A. H., & Larsen-Freeman, D. (2022). Toward a transdisciplinary integration of research purposes and methods for complex dynamic systems theory: beyond the quantitative–qualitative divide. IRAL - International Review of Applied Linguistics in Language Teaching, 60(1), 7-22.
  • Hoffman-Kipp, P. (2008). Actualizing democracy: The praxis of teacher identity construction. Teacher Education Quarterly, 35(3), 151-164.
  • Kubanyiova, M. (2018). Language teacher education in the age of ambiguity: Educating responsive meaning makers in the world. Language Teaching Research, 24(1), 1-11.
  • Kubota, R. (2017). Critical language teacher identity. In G. Barkhuizen (Ed.), Reflections on Language Teacher Identity Research (pp. 210-214). Routledge.
  • Morgan, B. (2017). Language teacher identity as critical social practice. In G. Barkhuizen (Ed.), Reflections on language teacher identity research (pp. 203-209). Routledge.
  • Sardabi, N., Biria, R., & Golestan, A. A. (2018). Reshaping teacher professional identity through critical pedagogy-Informed teacher education. International Journal of Instruction, 11(3), 617-634.
  • Sharma, B. K., & Phyak, P. (2017). Criticality as ideological becoming: Developing English teachers for critical pedagogy in Nepal. Critical Inquiry in Language Studies, 14(2-3), 1-29.
  • Tokoz Goktepe, F. (2020). Professional identity construction of Turkish EFL teachers from the pre-service to the in-service stage: A case study. Unpublished doctoral dissertation. Eastern Mediterranean University, Famagusta, Turkey.
  • Tokoz Goktepe, F., & Kunt, N. (2021a). ‘I’ll do it in my own class’: Novice language teacher identity construction in Turkey. Asia Pacific Journal of Education, 41(3), 472-487. https://doi:10.1080/02188791.2020.1815648
  • Tokoz Goktepe, F., & Kunt, N. (2021b). Obstructions in normative teacher identity development: A case study in Turkey. Professional Development in Education. https://doi: 10.1080/19415257.2021.1879217
  • Tsui, A. B. (2007). Complexities of identity formation: A narrative inquiry of an EFL teacher. TESOL Quarterly, 41(4), 657-680.
  • Yazan, B. (2018). Toward identity-oriented teacher education: Critical autoethnographic narrative. TESOL Journal, 10(1), 1-15.

Researching Language Teacher Identity Towards Critical Pedagogy

Year 2023, Issue: 37, 1173 - 1181, 21.12.2023

Fatma Toköz

https://doi.org/10.29000/rumelide.1405830

Abstract

The landscape of teacher education has recently experienced a significant transformation, shifting away from conventional constructivist methodologies towards more socio-culturally grounded and critical pedagogical approaches. This shift underscores the growing importance of exploring language teacher identity and underscores the imperative for in-depth research into its construction within teacher education programs. This evolution is vital not only to enable language educators to gain deeper insights into their students' ideologies but also to facilitate their understanding and cultivation of their own professional identities. Within the framework of critical pedagogy, pivotal concepts such as power, identity, and agency empower language instructors with the tools necessary to actively shape their own identities and effectively challenge the language ideologies held by their students. Consequently, it is essential to investigate how socio-cultural and political contexts influence the identities of language educators and how these educators can proactively mold their identities to meet the diverse needs of their students. Throughout this study, critical pedagogy serves as a lens for evaluating teacher education programs, highlighting how their incorporation can enhance the educational landscape. In light of the dynamic nature of education, particularly in evolving contexts, a critical language pedagogy perspective necessitates further research into the identity of language teachers within the field. This aligns with the assertion made by Kubota (2017), emphasizing the imperative of additional research concerning the identity of language teachers within the realm of critical language pedagogy.

Keywords

Language teacher identity critical pedagogy teacher education critical approaches

References

  • Abednia, A. (2012). Teachers’ professional identity: Contributions of a critical EFL teacher education course in Iran. Teaching and Teacher Education, 28(1), 706-717.
  • Afshar, H. S., & Movassagh, H. (2021). Towards a critical language teacher identity: Contributions of a critical teacher education course. Applied Research on English Language, 10(2), 89-110.
  • Akban, R. (2008). Transforming lives: Introducing critical pedagogy into ELT classrooms. English Language Teachers Journal, 62(3), 276-283.
  • Baecher, L., Kasper, J., & Mincin, J. (2019). Educating students of refugee backgrounds: Critical language teacher education in TESOL. The CATESOL Journal, 31(1), 165-179.
  • Banegas, D. L., & Gerlach, D. (2021). Critical language teacher education: A duoethnography of teacher educators’ identities and agency. System, 98(1), 1-12.
  • Barkhuizen, G. (2017). Language teacher identity research. In G. Barkhuizen (Ed.), Reflections on language teacher identity research (pp. 1-11). Routledge.
  • Canagarajah, S. (2005). ‘Critical pedagogy in L2 learning and teaching’ in E. Hinkel (ed.). Handbook of Research in Second Language Teaching and Learning. Mahwah, NJ: Lawrence Erlbaum Associates.
  • Garcia, O. (2017). Critical multilingual language awareness and teacher education. In J. Cenoz, D. Gorter, & S. May, Language Awareness and Multilingualism (Encyclopedia of Language and Education) (Vol. 3rd ed., pp. 263-280). Springer.
  • Gray, J. (2019). Critical language teacher education? Routledge.
  • Hawkins, M., & Norton, B. (2009). Critical language teacher education. In A. Burns, & J. C. Richards, The Cambridge Guide to Second Language Teacher Education (pp. 30-39). Cambridge University Press.
  • Henry, A. (2019). A drama of selves: Investigating teacher identity development from dialogical and complexity perspectives. Studies in Second Language Learning and Teaching, 9(2), 263-285.
  • Hiver, P., Al-Hoorie, A. H., & Larsen-Freeman, D. (2022). Toward a transdisciplinary integration of research purposes and methods for complex dynamic systems theory: beyond the quantitative–qualitative divide. IRAL - International Review of Applied Linguistics in Language Teaching, 60(1), 7-22.
  • Hoffman-Kipp, P. (2008). Actualizing democracy: The praxis of teacher identity construction. Teacher Education Quarterly, 35(3), 151-164.
  • Kubanyiova, M. (2018). Language teacher education in the age of ambiguity: Educating responsive meaning makers in the world. Language Teaching Research, 24(1), 1-11.
  • Kubota, R. (2017). Critical language teacher identity. In G. Barkhuizen (Ed.), Reflections on Language Teacher Identity Research (pp. 210-214). Routledge.
  • Morgan, B. (2017). Language teacher identity as critical social practice. In G. Barkhuizen (Ed.), Reflections on language teacher identity research (pp. 203-209). Routledge.
  • Sardabi, N., Biria, R., & Golestan, A. A. (2018). Reshaping teacher professional identity through critical pedagogy-Informed teacher education. International Journal of Instruction, 11(3), 617-634.
  • Sharma, B. K., & Phyak, P. (2017). Criticality as ideological becoming: Developing English teachers for critical pedagogy in Nepal. Critical Inquiry in Language Studies, 14(2-3), 1-29.
  • Tokoz Goktepe, F. (2020). Professional identity construction of Turkish EFL teachers from the pre-service to the in-service stage: A case study. Unpublished doctoral dissertation. Eastern Mediterranean University, Famagusta, Turkey.
  • Tokoz Goktepe, F., & Kunt, N. (2021a). ‘I’ll do it in my own class’: Novice language teacher identity construction in Turkey. Asia Pacific Journal of Education, 41(3), 472-487. https://doi:10.1080/02188791.2020.1815648
  • Tokoz Goktepe, F., & Kunt, N. (2021b). Obstructions in normative teacher identity development: A case study in Turkey. Professional Development in Education. https://doi: 10.1080/19415257.2021.1879217
  • Tsui, A. B. (2007). Complexities of identity formation: A narrative inquiry of an EFL teacher. TESOL Quarterly, 41(4), 657-680.
  • Yazan, B. (2018). Toward identity-oriented teacher education: Critical autoethnographic narrative. TESOL Journal, 10(1), 1-15.
There are 23 citations in total.

Details

Primary Language English
Subjects British and Irish Language, Literature and Culture
Journal Section World languages and litertures
Authors

Fatma Toköz 0000-0001-9242-8829

Publication Date December 21, 2023
Published in Issue Year 2023 Issue: 37

Cite

APA Toköz, F. (2023). Researching Language Teacher Identity Towards Critical Pedagogy. RumeliDE Dil Ve Edebiyat Araştırmaları Dergisi(37), 1173-1181. https://doi.org/10.29000/rumelide.1405830
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