Language Teacher Identity and Wellbeing

Erscheinungsjahr 2024
ISBN: 978-1-80041-701-4
Verlag: Multilingual Matters

Buch, Englisch, 269 Seiten, Format (B × H): 156 mm x 234 mm, Gewicht: 447 g

This is the first edited volume to bring together research on the interaction between language teacher identity and wellbeing. It addresses the need for further research on the experience of language teachers and the vulnerability and resilience they demonstrate in the face of threats to their wellbeing. Naming, describing and analyzing issues with a view to sensitively addressing them, this book contributes to research as a social enterprise which can raise public consciousness of these issues. Exploring how language teacher identity influences and is influenced by wellbeing, the chapters develop a theoretical and empirical understanding of this interaction using Indigenous, psychological, critical and postmodern frameworks and the personal perspectives of teachers and researchers. Spanning a wide range of cultural and institutional contexts, this book provides a wealth of insights for teacher learners, practicing teachers and researchers.

Autoren/Hrsg.

Feryok, Anne

Fachgebiete

• Sozialwissenschaften Psychologie Allgemeine Psychologie Kognitionspsychologie Emotion, Motivation, Handlung
• Sozialwissenschaften Pädagogik Lehrerausbildung, Unterricht & Didaktik Lehrerausbildung
• Sozialwissenschaften Psychologie Allgemeine Psychologie Differentielle Psychologie, Persönlichkeitspsychologie
• Geisteswissenschaften Sprachwissenschaft Fremdsprachenerwerb und -didaktik

Inhaltsverzeichnis

Contributors

Gary Barkhuizen: Foreword: Language Teacher Identity

Sarah Mercer: Foreword: Language Teacher Wellbeing

Anne Feryok: Introduction: Language Teacher Identity and Wellbeing: A Holistic Approach

Part 1: Knowledging

Chapter 1. Paia Taani and Karyn Paringatai: Kua tau toku mauri - The Balance between Maori Language Teacher Cultural Identity and Wellbeing

Chapter 2. Manka Varghese, Rachel Snyder Bhansari and Camille Ungco: Collectivizing Our Care: Holistic Wellbeing in Teacher Education for Multilingual Teachers of Color

Chapter 3. Elizabeth R. Miller: Exploring Language Teacher Emotions of Belonging and Identity Formation from a Critical Poststructuralist Perspective

Chapter 4. Bedrettin Yazan: The Promise of Critical Autoethnography as Identity-Oriented Learning Activity for Teacher Wellbeing

Part 2: Developing

Chapter 5. Sylvia Moore and Doris Dicker: Teaching, Learning and Balancing Wellness: The Life of a Labrador Inuttitut Teacher

Chapter 6. Zia Tajeddin and Elahe Moladoust: Language Teacher Identity Tensions: Effects on Job Satisfaction

Chapter 7. Maria Ruohotie-Lyhty and Josephine Moate: Exploring Language-Specialised Student Teacher Identity and Wellbeing in a Bilingual Teacher Education Programme

Chapter 8. Richard S. Pinner: Burnout, Energy Return on Investment and Recovering Post-Pandemic Motivation: An Oversharing Narrative

Chapter 9. Rouhollah Askaribigdeli: The Interplay of Language Teacher Identity Development and Wellbeing: The Case of a Muslim ESOL Teacher

Part 3: Practicing

Chapter 10. Shelley Tulloch: Identity and Wellbeing in Journeys of Inuit and Yup’ik Language Teachers

Chapter 11. John Trent: Taking a Turn for the Worse: Private Supplementary Tutor Identity Construction and Wellbeing in the Context of the 'Double Reduction' Policy in China

Chapter 12. Mostafa Nazari, Sedigheh Karimpour and Ismail Xodabande: Emotions as Mediating the Nexus between Iranian English Language Teachers’ Wellbeing and Identity Construction: An Ecological Perspective

Chapter 13. Sun Shin: The Connections between University EFL Teachers’ Wellbeing and their Teaching Identities in the Korean Context

Chapter 14. Vincent Greenier and Agni Connor: Exploring the Wellbeing and Identity of EMI Lecturers at a UK University’s International Branch Campus

Anne Feryok: Conclusion: Balancing and Decentering

Index

Über Autor(innen)

Feryok, Anne
Anne Feryok is Senior Lecturer in English and Linguistics at the University of Otago, New Zealand. Her work explores sociocultural theory, complex dynamic systems and language teacher identity and she serves on the editorial boards of The Modern Language Journal and System.

Anne Feryok has recently retired from her role as Senior Lecturer in English and Linguistics at the University of Otago, New Zealand. Her work explores sociocultural theory, complex dynamic systems and language teacher identity. She serves on the editorial boards of several international journals.