Aug 2026· Journal of Education for Teaching· Vol 52, pp. 782 - 796· 0 citations· 46 references
Abstract
ABSTRACT This paper explores the construction and development of language teacher educator (LTE) identity via teacher diaries that were part of a concrete action research project revolving around the role of translation and learners’ own language use in the ESL/EFL context. Through qualitative thematic analysis of diary entries that were supplemented by a post-diary interview, the study identified a three-dimensional LTE identity model consisting of unflagging facilitator, flexible educator and determined researcher. The facilitator and educator dimensions were richly represented in the data and demonstrated strong interconnections. Although the remaining dimensions of determined researcher appeared less frequently, it revealed challenging tensions caused by a combination of external and institutional factors. Furthermore, this study emphasises the utility of teacher diaries as an effective research tool for self-reflection and professional growth, offering valuable insights into the dynamic, complex and continuously evolving nature of LTE identity.
This study explores how pre-service English as a Foreign Language (EFL) teachers in Vietnam construct their professional identities during teaching practicum. Framed within sociocultural theory (SCT), it examines both the factors that mediate their identity development and the processes through which identity is negoti...
This autoethnographic study investigates a TESOL teacher’s professional learning (PL) in a group setting, such as workshops, in Chinese English Language Centres (ELCs) from a sociocultural perspective. Drawing on a self-interview, entries from a twelve-month reflective diary, and institutional documents, including PL t...
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The findings indicate that the pre-service teachers gained teaching experience within the metaverse environment and enhanced their awareness of online instruction by discovering creative ways of delivering lessons unique to the virtual space.
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Findings indicate that academics are compelled to transition from traditional to interactive, student-centred teaching, requiring ongoing adaptation to emerging digital tools, multimedia integration, and data analytics for student monitoring.
N. Folabit, L. Jita· Educational technology resea...· 0 citations
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Although the Genre-Based Approach (GBA) is widely used in EFL writing instruction, research has predominantly emphasized learner outcomes, leaving limited understanding of how teacher self-efficacy is manifested in the enactment of particular GBA stages. This qualitative single-case study investigated how an experience...
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