Formulation of Language Teachers̕ Identity in the Situated Learning of Language Teaching Community of Practice
محل انتشار: مطالعات زبان کاربردی ایران، دوره: 5، شماره: 2
سال انتشار: 1392
نوع سند: مقاله ژورنالی
زبان: انگلیسی
مشاهده: 206
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شناسه ملی سند علمی:
JR_IJALS-5-2_008
تاریخ نمایه سازی: 30 خرداد 1400
چکیده مقاله:
A community of practice may shape and reshape the identity of members of the community through providing them with situated learning or learning environment. This study, therefore, is to clarify the salient learning-based features of the language teaching community of practice that might formulate the identity of language teachers. To this end, the study examined how learning situations in two communities of practice (English and Arabic) developed the professional identity of language teachers. The results of the semi-structure interviews with ۵ language teachers highlighted some differences between English and Arabic language teaching communities of practice in terms of the situated learning activities they provide for language teachers to develop their professional identity. Furthermore, since the community of practice can be considered a potential curriculum that may be learned by newcomers with legitimate peripheral access, it would be considered as a main source of identity formation of both English and Arabic language teachers. The findings of the study can be used to better understand the nature of being a professional language teacher in non-native contexts. They have implications for novice and experienced language teachers as well as for teacher educators to review the content of the teacher training courses
کلیدواژه ها:
Language Teachers’ Identity ، Situated Learning ، Teacher Education Program ، Language Teaching Community of Practice
نویسندگان
Abdullah Sarani
University of Sistan and Baluchestan
Rasool Najjar
Amin Police University
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