Reflecting on My Identity as an English Teacher through Virginia Woolf’s A Room of One’s Own

This study was developed in the context of the curricular reform in Goiás, which took place due to the approval of the National Common Curricular Base (BNCC). It aims to analyze the concepts brought by the new curricular document of the State Network of Goiás for the English language area - the DC-GO - and to investigate how English teachers and curriculum developers signify such a proposal when it comes to teaching and learning English. In addition, it also problematizes aspects of the implementation of the new curricular document in the light of the participants' conceptions of curriculum, teaching and learning. The research is documental, ethnographic, of a qualitative-interpretative nature. Four English language teachers from two state schools in a rural town in the state of Goiás and two curriculum developers participated in the research. Curriculum documents (BNCC and DC-GO) and semi-structured interviews with the participants were analyzed. In addition, lesson plans were also considered, which were prepared by the participant teachers in two situations: 1) during English classes, offered remotely and 2) during a continuing education course offered to English language teachers, including the research participants. The results of the document analysis reveal contradictions or conflicts between the theoretical-methodological assumptions that underlie the DC-GO and the way in which these were materialized in competencies and skills in the content tables in the aforementioned document for each stage of elementary education, which were also observed and pointed out by applied linguists with regard to the BNCC. These conflicts concern more traditional approaches to teaching the English language, with a focus on grammar and translation, and less conventional approaches that understand language as a social practice and English language learning as a process that involves the construction of meanings and the use of language. of multiple languages by the students. The results of the analysis of the interviews reveal convergences and divergences between the participants' beliefs about DC-GO and about teaching and learning the English language in a public school context. The data presented in this research also strongly point to the importance of continuing teacher education in a process of curricular reform, especially when the expectation is to change teachers' beliefs and practices. This study contributes to reflections and discussions on educational reforms and teaching policies carried out lately in Brazil and the beliefs of teachers in relation to the newly implemented new curriculum, which can lead to the questioning of teaching and learning English in a public school context, which has been quite controversial and challenging for years.

In this article, we report the results of a doctoral, documentary, ethnographic research, of qualitative-interpretative nature, developed between 2019 and 2022, in the context of the curriculum reform in the state of Goiás, which occurred due to the sanction of the National Common Core Curriculum (BNCC). The general objective of the research was to analyze the conceptions in the new curriculum document for the State of Goiás for the English language area – the DC-GO – and to investigate how English teachers and curriculum developers understood such a proposal in terms of English language teaching and learning. The research participants were four English language teachers from two state schools in a city in the state of Goiás and two curriculum developers. In this article, we focus on the beliefs of English language teachers. We hope that the research results will enrich the discussions within Applied Linguistics on educational reforms and teaching policies carried out in Brazil and on the education of language teachers.

The continuing expansion of English as a means of international communication has led to negative effects on other languages and cultures. Among the concerns is the critique of the English language teaching industry regarding its hegemonic relationship with local languages especially in English language teaching and learning contexts and practices. As a consequence, a move from previous paradigms of English language teaching to creatively devise new practices that would address locally emerging communicative needs is advocated fostering the values of local cultural, linguistic and teaching and learning norms. Based on this understanding and aspiration, this study involved Vietnamese EFL teachers and investigated the contextual factors contributing to the development of a localized teaching methodology that uses compatible elements of communicative language teaching, the ‘traditional’ approach or a local fusion of both methods. The debate on professional aspects of English language teachers under the binary, native speaker and non-native speaker in a broader, cultural and political context of English learning and teaching, has impacted on the way teachers see themselves and the way teachers conceptualize their teaching practice in English as a foreign language contexts. Research on identity issues considering the politics of English and the pervasiveness of the discourse of native speaker authority in TESOL programs is of great significance in understanding influential factors contributing to language teacher professional identity. This study also explores the impact of TESOL programs on teacher professional identity in local teaching contexts in Vietnam involving teachers’ sense of their pedagogical, linguistic competence and professional roles as language teachers. Drawing on various theories of language teaching and learning, critical pedagogy, teachers’ professional identity from native and non-native perspectives, and teacher cognition and beliefs, this study explores the process of negotiating appropriate teaching practice by a group of Vietnamese MA TESOL teachers after their education in Australia. To understand the teachers’ professional identity and their teaching practice, a qualitative case study approach with the intensive use of in-depth interviews, reflective writing and observation was adopted to generate data. The findings suggest that the TESOL teachers’ self-positioning in Australia as learners and as English teachers in Vietnam contributed to their re-conceptualization of professional identity. Many teacher participants’ growth was not totally shaped by Western ideology and theory in teaching and learning but through the critical construction of knowledge which is both culture-driven and locality-driven. Their previous education background and teaching experience became the platform for them to negotiate their professional identity back home in Vietnam. However, compared to senior teachers with longer years of teaching experience, junior teachers were more deeply influenced by dominant Western-based discourses, which appeared to orient and govern their perceptions, hence influencing their pedagogical approaches in their local teaching contact. Indeed, the teachers’ changed identities were found to contribute much to their choices of pedagogical practices. On the ideological level, while the junior teachers were likely to favour the ‘communicative’ approach, those with longer years of service seemed to feel under less pressure to abandon locally adopted teaching practice or feel ‘backward’ in enacting their role as non-native English teachers. Despite this, some participants still succumbed to the dominant discourses in language teaching and learning. Based on the findings, a number of implications for the ELT field have been suggested, in particular for TESOL education programs and TESOL professionals.

English listening teaching level in higher vocational colleges is one of important contents deciding whether students can correctly apply English language skills. Currently, English listening teaching in Chinese higher vocational colleges is not optimistic and some problems cannot be ignored. English listening teaching has great difficulties and has become a significant bottleneck restricting vocational English teaching. This paper analyzes plights of English listening teaching in higher

How Qatar English Teachers Think about Professional Development

Motivations are essential contributing factors in teachers' identity formation. Meanwhile, teachers' identity formation is closely associated with specific educational circumstances. With the procession of the double-reduction educational reform in China last year, many English language teachers are trapped in pessimistic motivations because of the disproportionate attention to students and stricter requirements for effective teaching. Therefore, the main objective of the proposed research is to investigate the interplay between optimistic motivations and identity formation for teachers who teach English as a foreign language (EFL) in the context of the latest educational reform in China, helping English teachers attain high lesson quality and arresting authorities and educators' concerns for protecting teachers' right.

This paper problematizes the meaning of subjectivity constructed by Colombian English Teachers in response to a National Bilingual Program and its system of reason to produce English teachers’ identity and promote bilingual education. The double-side character of subjection/subjectification (Foucault, 1982) is used to analyze English teachers’ work of the self and contestarian/resistance practices to affirm themselves as researchers and critical thinkers but also to claim recognition as educators who produce relevant and situated knowledge. Historical Discourse Analysis, through archeological procedures (Foucault, 1972) to trace back English teachers’ discursive and non-discursive practices, were key to unveiling how teachers think of themselves as English teachers, oppose policies and respond to dominant discourses in relation to English teaching. More than 100 English teachers’ academic publications were revised and confronted with normalized discourses circulating in political programs, print media and experts’ documents. Findings contribute to EFL teachers’ understanding of their own struggles and the role of their resistance practices to affirm their subjectivities.

Despite ongoing attempts to disrupt the white cis-hetero-masculine nature of the literary canon the secondary school English curriculum remains tethered to its lineage. In conversation with feminist new materialist scholars who argue that the stories we read and write have material affects on who we are becoming, this paper argues that in order to mobilise change in the secondary years of schooling, interventions into the canon must move beyond (re)forming text lists or providing teachers with readymade pedagogical resources. Drawing on the Australian context, the authors outline some of the contemporary challenges teachers face in diversifying and decolonising the curriculum. Drawing on their Literary Linking Methodology the authors discuss a pilot project that seeks to unsettle the canon by supporting teachers to undertake extended immersion with both contemporary literary texts and archival research. Accordingly, this paper contributes to understandings of the tensions and challenges teachers face in introducing contemporary Australian texts into the curriculum and offers insights into the ways in which professional learning might be (re)imagined so that English teachers might draw on available cultural resources as researchers and literary knowledge producers in the twenty-first century.

The purpose of this paper is to examine how Ontario secondary school English teachers make choices about which literature to teach in their courses. This will be done in order to more deeply understand why many secondary school teachers may or may not encourage students to read contemporary, social issue texts. This paper uses a critical sociology of schooling theoretical perspective to critique the study's findings. We examine the relation between policies and practice, the issue of resources and structural barriers, and how decisions are made around literary text choices. Some themes that emerged out of the interviews focus on a range of views expressed about personal agency, literary canons, gender, sexual orientation, and racism as central issues that shape text selection. We conclude by arguing for the need for policy to support individual teachers to take risks in their professional ability to select and teach contemporary social issues texts to high school students in all disciplines.

ABSTRACTThis study examines the extent to which the Malaysia Education Blueprint (MEB) 2013–2025 has fulfilled its promises regarding the continuous professional development (CPD) of English language teachers. Based on mixed‐method research involving quantitative and qualitative data from 172 teachers across all 16 Malaysian states, the alignment between CPD policies and teachers' professional needs are investigated. Findings reveal that while the 16 CPD elements outlined in the MEB were moderately achieved, significant gaps persist in the effective implementation, management, monitoring, and assessment of these programs. Teachers' experiences vary widely, with some finding CPD meaningful and others encountering bureaucratic barriers that hindered their professional growth. The study identifies the existence of top‐down, cascade‐type CPD models and calls for more transformative, teacher‐centered approaches that address the specific needs of the English teachers. It also emphasizes the need for enhanced management, sustained support, and a more thorough evaluation of CPD initiatives as the MEB approaches its 2025 conclusion. Policymakers are urged to rethink strategies to ensure CPD programs are more flexible, relevant, and capable of fostering meaningful pedagogical change, contributing to teacher autonomy and improvement of classroom practices. The findings provide valuable insights for other developing countries facing similar challenges in implementing nation‐wide CPD initiatives and policies and educational reforms.

Existing research about English literature texts that are studied at secondary schools in developed countries suggests that teachers' choices can be determined by, for example, school policies, access to books, teachers' reasons for teaching literature, the degree of autonomy they have in choosing text and the influence that canonical literature has in their teaching contexts. Comparable knowledge about teachers' choices of English literature texts, the contexts in which literature is taught and teachers' experiences of teaching the books they choose in Trinidad and Tobago is scarce. To address this, 84 schools were surveyed, and English teachers and heads of department were interviewed. Although many of the findings echoed previous studies conducted in developed countries, several new factors emerged, which may be ascribed to the local context. Chief among these were teachers' preference for multi‐genre anthologies, a high proportion of government schools choosing only one book in Year 8, the popularity of Caribbean texts and the significant impact of economic considerations on text selection. The study discusses the potentially negative consequences of some text selection criteria and questions the applicability of some contemporary research recommendations to Trinidad and Tobago.

While English teachers are working to incorporate various versions of the Common Core State Standards into their curriculum, they are often emphasizing canonical fiction over alternative literature that students may connect with at a higher engagement level. Young Adult (YA) literature may help teachers meet the needs of the whole student as well as local standards. The purposes of this study were (1) to explore how students engaged with reading and writing after reading YA literature, (2) to evaluate whether the YA students’ writing samples differed from the canonical group’s, (3) to determine if students see themselves as better writers after the experience, and (4) to examine the teacher’s perception of reading YA Literature. The research was conducted in a single teacher’s 9th grade classes at an urban high school in the Southwest with a primarily Hispanic population. Two groups worked with canonical literature, and two groups worked with YA literature. All students were given a modified version of the Daly Miller Writing Apprehension Survey before and after they read either a YA short story or a classic short story. They then constructed a writing sample using the same generic prompt for all groups. Several students and the teacher were interviewed after the process. Quantitative results showed that students who read the YA pieces increased their mean score on the modified Daly Miller Survey. Their writing samples had a greater mean score than the canonical group. The qualitative results also indicated greater engagement and understanding of the YA literature, while the teacher expressed enjoyment in teaching both pieces since they were both received well by the students. Finding that students improved in a quantifiable way after using YA literature indicates that there are pedagogical reasons to incorporate YA literature in the classroom, in addition to enhancing enjoyment.

This thesis is concerned with the rise of neoliberal management ideologies amidst proliferation of education reforms. New curriculum and accountability measures are accompanied by high expectation of teachers in their changing practices. This study examines these changes by analyzing teachers’ ‘habitus’, which is a concept proposed by Pierre Bourdieu, meaning a set of dispositions that construct people’s behavior and strategies for dealing with unpredictable social situations.
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\nThe study examines Hong Kong English teachers’ professional development when implementing the New Senior Secondary (NSS) curriculum. The research questions focus on the extent to which teachers’ habitus enables or hinders them from adapting to the changes in their field of work, and to carry out reform measures. The first research question is: How is secondary school English teachers’ habitus evolving through training for the implementation of New Senior Secondary curriculum? The second research question is: How are the tensions between the discourses of the managerial and democratic models of professionalism manifested in the evolving process of teachers’ habitus? A questionnaire survey was conducted with 560 secondary school English teachers in Tai Po and the North District of Hong Kong. In addition, three rounds of in-depth interviews were conducted with six teachers selected from the survey, based on the inclusion of a variety of qualifications, experiences and other backgrounds.
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\nThe findings reveal that the various modes of NSS teacher training carried little impact on the majority of teachers, who were still trapped in the routine of examination orientation to teaching and learning. The study also found that managerialism was a dominant discourse over English teachers' professional development. With the top-down transfer of information, the existing training models tended to ignore the habitus of both trainers and trainees, leaving limited attention to the space that teachers needed for adaptation to curriculum changes. However, from a minority of teachers among whom contrastive findings of active collaborative learning were discovered, the study concludes with a proposal of a democratic model of teacher training in which teachers can be empowered to learn through partnering relationship between trainers and other education stakeholders in order for a culture of community learning to be cultivated in the light of the advocacy of the NSS curriculum.

A DIACHRONIC CASE STUDY OF ENGLISH TEACHERS' ONLINE EMOTION REGULATION

The educational technology ability for English teachers in Colleges and universities is an important part of educational informatization. Improving the educational technology ability of English teachers is the needs of the teachers' professional development and the teaching reform in education. This paper analyses the current situation of educational technology ability for English teachers in some colleges. Educational technology can change the ideas and conceptss in education, promote the reform of college English teaching mode, system, contents and methods, accelerate the modernization of education and management means which are of great importance. Improving educational technology ability has far-reaching significance to the college English teachers.