Full Description
This novel, edited volume looks at a previously under-researched area of language teacher agency and identity by exploring the experience of novice pre- and in-service teachers for whom English is a second language, and presents research gathered from Asia, Europe, South America, and the US to bring underrepresented voices to the fore.
Divided into four sections together covering chapters on identity, agency, and professional competencies, the book presents qualitive data on the lived experiences of novice teachers and the challenges they face to their sense of agency, from personal histories and backgrounds, institutional demands, and sociocultural pressures. Chapters take a case study approach to provide research on how the transition from theory to in-classroom practice can be eased, and strategies for coping with socio-pedagogical challenges can be found. With contributions from renowned and emerging scholars, ultimately the book supports a better understanding of how novice teachers can navigate their agencies in a variety of contexts.
Engaging with the novel dimension of novice teachers' agency in order to expand the boundaries of research, this book will appeal to scholars, researchers, and postgraduate students in the fields of teachers and teacher education, initial teacher training, English language teaching and training, and applied linguistics more broadly.
Contents
Preface
Foreword
Introduction
PART 1: Teacher Agency and Identities
1. Novice non-native English-speaking teacher investment: Identities, positioning and agency
2. Novice language teachers' agency in negotiating professional identities during an online placement
3. The interplay of teacher agency and identity for novice English teachers
PART 2: Agency and Professional Competencies
4. Exploring the interconnection between novice language teachers' agency and autonomy: An activity theory perspective
5. English teachers in Shenzhen and Hong Kong: Two interrelated longitudinal multiple-case studies
6. Novice EFL teachers' agency and their perceived flow
PART 3: Agency and Professional Development
7. Fostering agency in novice language teachers through action research
8. Exploring the impact of mentoring on novice language teacher agency from teachers' points of view: An activity theoretic perspective
9. Teachers' collaborative reflection on their agency: An ecological perspective on novice English language teachers' sense of agency and its predictors
PART 4: Agency and Structural Issues
10. "It's all about finding my voice". Exploring agency amongst novice English language teachers in Hong Kong
11. How do preservice teachers perceive their agentic position as teachers of English: Exploring the struggles of Chilean EFL preservice teachers
12. "One of the best lessons that I had": Exploring Novice Teachers' Agency and Integration of Social Justice Principles and Teaching Practices through Positioning Analysis
Afterword
