The Teacher Self Construction of Language Teachers

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The Teacher Self Construction of Language Teachers

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dc.contributor.author Trejo-Guzman, Nelly Paulina en_GB
dc.date.accessioned 2010-05-04T15:20:35Z en_GB
dc.date.accessioned 2011-01-25T17:00:50Z en_US
dc.date.accessioned 2013-03-21T10:49:21Z
dc.date.issued 2009-08-28 en_GB
dc.description.abstract The main purpose of this thesis is to deepen the current understanding of how the teacher self is constructed. Specifically, the study intends to integrate into this understanding the way in which language personal, professional, and student teacher identities inform this process. A special emphasis is placed on the role that language teachers’ life histories play on the construction of teacher selves. Narrative research constitutes the research design for this thesis project since I strongly believe that selves are narratively constructed through stories. This study is focused on the storied self (Chase, 2005) that is co-constructed between the researcher and narrator that reveals how personal, professional, and student teacher identities resist and interact with discursive environments in order to create and recreate a language teacher’s self. Life histories constitute the source of data collection in this study. This facilitated the construction of a broader understanding of how six language teachers’ personal, professional, and student teacher identities are shaped throughout a lifetime and the way these impact the formation of the teacher self. The results suggest that language teachers’ selves are in close relation to emotions. Language teachers negotiate their identities and emotions in order to make sense of the different sets of values that the social context presents to them. This in turn leads them to create/recreate their own teacher selves that serve as sources of agency that generates new sets of social/moral rules or stagnation that leads to the preservation of the current status quo. The thesis concludes by providing a series of suggestions tailored to the needs of the teaching context where this research took place with the purpose of fostering a continuous engagement with individual actors and socio-cultural factors that motivate transformation through reflection. en_GB
dc.description.sponsorship Universidad Autonoma de Tamaulipas en_GB
dc.identifier.uri http://hdl.handle.net/10036/97914 en_GB
dc.language.iso en en_GB
dc.publisher University of Exeter en_GB
dc.subject Language en_GB
dc.subject teachers en_GB
dc.subject Professional en_GB
dc.subject Identity en_GB
dc.subject Professional en_GB
dc.subject development en_GB
dc.subject Mexican language en_GB
dc.subject teachers en_GB
dc.title The Teacher Self Construction of Language Teachers en_GB
dc.type Thesis or dissertation en_GB
dc.date.available 2010-05-04T15:20:35Z en_GB
dc.date.available 2011-01-25T17:00:50Z en_US
dc.date.available 2013-03-21T10:49:21Z
dc.contributor.advisor Cadorath, Jill en_GB
dc.contributor.advisor Rich, Sarah en_GB
dc.publisher.department Graduate School of Education en_GB
dc.type.degreetitle EdD in TESOL en_GB
dc.type.qualificationlevel Doctoral en_GB
dc.type.qualificationname EdD en_GB


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