Identity-oriented English Language Teachers’ Education Programs as the Arena of Becoming a Glocal English Language Teacher

Hussein Meihami

doi:10.15823/p.2019.135.4

Abstract

The purpose of the current study is to investigate the potentials of identity-oriented English language teachers’ education programs in developing the glocal identity of English language teachers through examining the perspectives of the EFL teacher educators. Given that, the main features of glocal identity teacher education program were obtained by examining their perspectives. These features are addressing reflective pedagogy, bridging the gap between theory and practice, involving English language teachers in action research, and developing English language teachers’ critical thinking skills in teacher’s education programs.

Highlights

Teacher’s identity development has been considered as an important issue in teacher’s professional development
The features of the identity-oriented English language teacher’s education programs, which contribute to the construction of glocal identity in the English as a foreign language (EFL) teachers, will be discussed
There will be an attempt to discuss how the glocal identity of the English language teachers can be developed through participating in these education programs

Summary

Introduction

Teacher’s identity development has been considered as an important issue in teacher’s professional development. Because of the identity is not a fixed attribute of human being (Rashidi and Meihami, 2019; Vargehese, Morgan, Johnston and Johnson, 2005), the change in the educational contexts will lead to its change, which in its own way is a reason for the keen enthusiasm of the researchers in doing teacher’s identity development research. When reviewing the research studies on English language teacher’s identity development (e.g., Trent, 2010; Yuan and Burn, 2017), one can perceive that it is not easy for these teachers to negotiate their identity, because of the struggles such as teachers’ different understandings of the environmental issues, their professional engagements, and the way they try to establish a relationship between their current identity with the one they want to adopt in future (Edwards and Burns, 2016)

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