چکیده:
Teacher identity has been considered among the most influential key factors in the realm of teacher education. Studies on teacher identity help teacher educators to find new and conducive approaches to develop teacher identity in different contexts. This study is a theoretical review aiming to accentuate the recent underlying concepts of teacher identity, language teacher identity, and language teacher cultural identity. To those ends, we scrutinize the related issues such as the different perspectives about identity; key concepts in teacher identity including teacher professional identity, teacher motivation and identity, teacher emotion and identity, and narratives and teacher identity along with non-native English language teacher identify construction and reflexivity and language teacher identity. Moreover, a review of the related theories about cultural identity has been done and presented to address the most referred theories of cultural identity. Finally, some concluding remarks about the theoretical underpinnings of language teacher cultural identity have been discussed.
خلاصه ماشینی:
To those ends, we scrutinize the related issues such as the different perspectives about identity; key concepts in teacher identity including teacher professional identity, teacher motivation and identity, teacher emotion and identity, and narratives and teacher identity along with non-native English language teacher identify construction and reflexivity and language teacher identity.
There is a keen interest in the past two decades on the investigation of identity in language teacher education, language learning and teaching, as represented in encyclopedias and related handbooks (Meihami & SalΛte, 2019; Norton & Toohey, 2011; Tsui, 2007, Zuengler & Miller, 2006).
It has been a leading factor pushing educational researchers to direct their studies to understand different aspects of teachers’ professional development including their identity development.
That said, a sociocultural approach to agency aims to evaluate the way individuals do different actions based on social contexts and cultural tools which construct ones’ beliefs, values, assumptions, and ways of acting (Lasky, 2005; Wertsch, 1991) or in one word: ones’ identity.
Day (2018), stated that the direct relation between emotion and teachers’ professional identity development is self-evident since it is through understanding the emotional messages of the classrooms that a teacher can use his/her professionalism to forward the process of teaching.
” Moreover, the ordinary practices which English language teacher educators had showed, in a study by Sayer (2012), that how reflexivity of them could affect the negotiation of teachers and their ultimate identity constructions.