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| Autor/inn/en | Akinmulegun, Taye Emmanuel; Kunt, Naciye |
|---|---|
| Titel | Identity Formation of Non-Native English-Speaking Teachers and Prospective Teachers through Perceptions towards Native-Speakerism: The Turkish Cypriot Story |
| Quelle | In: South African Journal of Education, 42 (2022) 1, Artikel 1941 (9 Seiten)Infoseite zur Zeitschrift
PDF als Volltext kostenfreie Datei |
| Zusatzinformation | ORCID (Akinmulegun, Taye Emmanuel) ORCID (Kunt, Naciye) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0256-0100 |
| Schlagwörter | Professional Identity; Self Concept; English (Second Language); Second Language Instruction; Language Teachers; Self Efficacy; Beliefs; Native Speakers; Foreign Countries; Teacher Attitudes; Student Attitudes; Preservice Teachers; Cyprus |
| Abstract | In this article we report on a study in which we used native-speakerism as a lens to investigate the identity formation of nonnative English-speaking teachers and prospective teachers in Northern Cyprus. A qualitative method through narratives was used to access the thoughts and experiences of the participants. In the study the participants' identity formation was revealed by 3 concepts: self-image, self-efficacy, and beliefs about teaching and learning. The findings reveal that the participants had positive and high self-efficacy and self-image with regard to teaching English. Weaknesses often create self-doubt; the participants recognised their weaknesses which propelled them to invest more in themselves. Wheatley (2002) states that teachers' learning and professional growth can be instigated through a level of self-doubt and weaknesses about their abilities. Similarly, their beliefs, a core reflection of their identity, were catalysts to being English language teachers. (As Provided). |
| Anmerkungen | Education Association of South Africa. University of Pretoria, Centre for the Study of Resilience, Level 3, Groenkloof Student Centre, Department of Educational Psychology, Faculty of Education, George Storrar Road and Lleyds Street, Pretoria 0001, South Africa. Web site: http://www.sajournalofeducation.co.za/index.php/saje/index |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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