Abstract
This paper investigates the identity formation of two ‘non-native’ teachers of English over time. It shows how their identities became shaped through past teaching experiences and then postgraduate study in the UK, highlighting how these experiences were inter-linked. It also examines how postgraduate study opened-up new future identity possibilities and the implications of these. The study applies a narrative methodological framework to analyse teachers’ short stories gathered through interviews and focus groups. Using actor-network theory as a theoretical lens, the stories teachers shared were analysed to show how both social and material actors may be significant in teacher identity formation.
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
