Match!

Feedback Talk as a Means of Creating, Ratifying and Normalising an Institutionally Valued Teacher Identity

Published on Feb 12, 2020in Journal of Language Identity and Education
· DOI :10.1080/15348458.2019.1696683
Helen Donaghue3
Estimated H-index: 3
(SHU: Sheffield Hallam University)
Sources
Abstract
This article examines language teacher identity negotiated in situated, work-based talk. Using a linguistic ethnographic approach, micro analysis of extracts from post observation feedback between experienced teachers and supervisors is supplemented with ethnographic data. Analysis reveals that during feedback talk, one particular identity is co-constructed, ratified, and prioritized by teachers and supervisors: a teacher proficient in and enthusiastic about technology. This identity is related to a broader, macro context of government and institutional initiatives. Feedback talk operates to fashion and normalise this identity, and the repeated identity production reifies institutional priorities and helps maintain popular macro discourses favouring technology in education. The prioritised identity is realised through talk, teacher development, and teaching practice, as teachers make evident processes of learning connected to educational technology and describe using technology-related classroom activities. Teachers are complicit in co-constructing this favoured identity, showing a connection between teacher agency and broader power structures.
  • References (14)
  • Citations (1)
📖 Papers frequently viewed together
2015
1 Author (Helen Donaghue)
2 Citations
78% of Scinapse members use related papers. After signing in, all features are FREE.
References14
Newest
#1Peter DeCosta (MSU: Michigan State University)H-Index: 13
#2Bonny Norton (UBC: University of British Columbia)H-Index: 28
What constitutes a 'good teacher' and 'good teaching' has come under much scrutiny in an age of globalization, transnationalism, and increased demands for accountability. It is against this evolving landscape and the pathbreaking work of the Douglas Fir Group (DFG, 2016) that this special issue engages the following two broad questions: (a) In what ways is language teaching 'identity work'? and (b) To what extent does a transdisciplinary approach to language learning and teaching offer insight i...
31 CitationsSource
#1Elizabeth R. Miller (UNCC: University of North Carolina at Charlotte)H-Index: 12
#2Brian Morgan (Glendon College)H-Index: 17
Last. Adriana L. Medina (UNCC: University of North Carolina at Charlotte)H-Index: 5
view all 3 authors...
In this article, we treat language teacher identity as foundational to educational practice and see Foucault's (1983, 1997) notion of ethical self-formation, and its adoption in teacher education research by Clarke (2008, 2009, 2010), as providing a potential vehicle for understanding the development of teacher agency and critical identity work. We use the 4 axes of Foucault's (1983) approach to ethical self-formation, as captured in Clarke's (2009) “Diagram for Doing Identity Work,” in explorin...
8 CitationsSource
#1John Gilbert Trent (EUHK: Hong Kong Institute of Education)H-Index: 14
This paper reports on a qualitative multiple case study that examined the implementation of innovations in English language education by three teachers in Hong Kong. Grounded in an analytical framework of teacher identity, in-depth interviews over an entire year provide a longitudinal understanding of the participants' experiences of simultaneously negotiating identity and implementing innovation in language teaching and learning within different schools in Hong Kong. Results point to a mutually...
7 CitationsSource
#1Cathy Cavanaugh (Higher Colleges of Technology)H-Index: 14
#2Jace Hargis (Higher Colleges of Technology)H-Index: 11
Last. Tayeb Kamali (Higher Colleges of Technology)H-Index: 4
view all 4 authors...
In April 2012, the federal higher education system of the United Arab Emirates (UAE) embarked on the path to national adoption of the Apple iPad as the educational computing platform. The core objective of the adoption was improved learning and degree completion among students in academic programs in support of national development goals. From the National Higher Education development document, the goals are to - "Achieve individualized student learning consistent with “Post PC Era” trends; - In...
20 CitationsSource
#1Yongcan Liu (University of Exeter)H-Index: 4
#2Yueting Xu (Guangdong University of Foreign Studies)H-Index: 7
Abstract This paper investigates how an EFL teacher negotiates her identity to adapt to the ‘new work order’ in an English education department at a university in China. From a narrative inquiry perspective, it aims to illuminate the complexity of teacher identity in the context of a reform where teachers must reconcile conflicting selves in order to contend with a workplace in which liberal and traditional pedagogies coexist. The findings show that teachers need to shift their identities to sur...
62 CitationsSource
#1Camilla Vásquez (USF: University of South Florida)H-Index: 17
#2Alfredo Urzua (UTEP: University of Texas at El Paso)H-Index: 4
In this study, we addressed the identity work performed by directly reported speech versus directly reported mental states (e.g., thoughts, feelings, attitudes, and emotions) in situated discourse. Drawing on a corpus of talk produced by novice language teachers during mentoring sessions, the analysis indicates that teachers' direct reports of their own speech tend to foreground their accomplishments and developing expertise, whereas direct reports of their mental states tend to highlight uncert...
26 CitationsSource
#1Alfredo Urzua (UTEP: University of Texas at El Paso)H-Index: 4
#2Camilla Vásquez (USF: University of South Florida)H-Index: 17
Abstract Educational researchers have recently suggested that Schon's influential model of the ‘reflective practitioner’ lacks a prospective, or future, dimension. In this study, we examine instances of future-oriented talk produced by novice English as-a-second-language (ESL) teachers during mentoring meetings in one North American university setting. Context-specific functions of future-oriented discourse (e.g., planning, prediction) are investigated in relation to reflective thinking and teac...
112 CitationsSource
#1Amy B. M. Tsui (HKU: University of Hong Kong)H-Index: 24
This article explores teachers' identity formation through a narrative inquiry of the professional identity of an EFL teacher, Minfang, in the People's Republic of China. Drawing on Wenger's (1998) social theory of identity formation as a dual process of identification and negotiation of meanings, it examines the lived experience of Minfang as an EFL learner and EFL teacher throughout his 6 years of teaching, the processes that were involved as he struggled with multiple identities, the interpla...
294 CitationsSource
#1Mary Bucholtz (UCSB: University of California, Santa Barbara)H-Index: 30
#2Kira Hall (CU: University of Colorado Boulder)H-Index: 17
The article proposes a framework for the analysis of identity as produced in linguistic interaction, based on the following principles: (1) identity is the product rather than the source of linguis...
1,166 CitationsSource
Considerable analytic attention has focused on interviewees’ talk as ‘accounts’, or ‘versions’, rather than as direct reports of attitudes or perceptions. However, despite recognition of the ‘co-construction of accounts’, little analytic attention has been given to the interviewer as central in the production of the talk. With this attention, we are left with an analysis of some decontextualized-features-of-talk (or discourse/identities/narrative/repertoires/rhetoric). By contrast, this article ...
351 CitationsSource
Cited By1
Newest
#1Helen Donaghue (SHU: Sheffield Hallam University)H-Index: 3
This article focuses on the identities constructed and negotiated during work-based talk between in-service English language teachers and a supervisor during dyadic post observation feedback meetings. Meetings were recorded with participants working in a tertiary institution in a Gulf state. Microanalysis of discourse extracts shows how both participants (i.e. supervisor and teacher) negotiate identities of power and experience. Analysis reveals that identities are fluid and co-constructed, and ...
Source