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The relationship between the construction of LTI and religious beliefs and…
The relationship between the construction of LTI and religious beliefs and professional values
Conclusion: Religious beliefs and professional values intersect (or cooperate?) in constructing language teachers’ identities and their teaching practices.
Language teacher identity is
multifaceted
teacher and agency are
multifaceted
and
context-dependent
. (Kayi-Aydar, 2015)
understanding the
engagement of teachers'
position with
others
and
social contexts
can help discover and solve
challenges
teachers meet in their teaching practice
identity is
multiple
, shifting and in conflict (Pierce, 1995; Varghese et al., 2005; Weedon, 1996).
Language teaching successful depends on our understanding of teachers: understand their
professional, cultural, political, and individual identities
(Varghese et al., 2005, p. 22)
Language teachers
discursively construct
their identities throughout their teaching career
identity is
'not stable nor fixed'
(Beijaard et al., 2004, p. 122)
identity is
multifaceted
and
dynamic
(Beauchamp & Thomas, 2009)
Learning to teach is a
process of becoming
where the
emphasis on process
underscores the
importance of formation
and
transformation
. (Britzman, 2012)
becoming a teacher
= the
dynamic nature
of teacher identity formation and transformation
Teachers are continually involved in '
fashioning and refashioning
of their identities (Marsh, 2003)
Religious beliefs and professional values are among two important factors that influence the construction of language teacher identities
Beliefs and values are significant in language teaching
If teachers need to be
reflective
throughout their teaching, they should be able to state their
pedagogical beliefs
clearly (Crookes, 2009)
ELT is more than just teaching students a specific set of skills: it also involves
instilling
particular
values into their thoughts
, which may be conflicting and dilemmatic (Johnston, 2003)
layers of social contexts in which humans participate and mediate the process of language teacher identity construction (Olsen, 2011)
Macrostructural
treatments from cultural strata
race
gender
sexual orientation
religious beliefs
microstructures
specific and immediate
contexts, practices,
and
social relationships
any person
engages
in, and the
mediated patterns
of
power, discourse,
and
agency
they hold
Intersection of religious beliefs and professionalism in English language teaching
religious beliefs have become
a main reference
for constructing language teachers' professional identities (Almayez, 2022; Baurain, 2016; Vaccino-Salvadore, 2021)
religious beliefs have
disrupted the notion
of professionalism in ELT (Muhallim, 2023)
religious beliefs have triggered some degrees of
upgraded professionalism
(Wicking, 2014)
religious beliefs make teachers
endure
throughout
obstacles
in their professional teaching practices (Wong, 2013)
However, religious beliefs can also become
a source of tension and conflict
at the workplace (Karimpour et al., 2022)