"This book explores how language teacher identity influences and is influenced by wellbeing. It develops our understanding of this interaction through a combination of Indigenous, psychological, critical and postmodern frameworks and the personal perspectives of teachers and researchers"--
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.
This book explores how language teacher identity influences and is influenced by wellbeing. It develops our understanding of this interaction through a combination of Indigenous, psychological, critical and postmodern frameworks and the personal perspectives of teachers and researchers.
Arvustused
Thematically organized into three parts (Knowledging, Developing, and Practicing), this edited volume reminds us how closely language teacher identities and wellbeing are coupled. The varied theoretical, methodological, and pedagogical perspectives explored in the book extend a much needed conversation between these two key concepts in language teacher education. * Peter I. De Costa, Michigan State University, USA * Anne Feryok brings together an outstanding group of scholars in this volume that adopts a holistic, empathetic, and supportive approach to teacher development and wellbeing. The volume presents research conducted in diverse settings around the globe that is deeply engaging and profoundly impactful. The contributors paint a complete picture of what it means to be a language teacher in todays demanding world. I highly recommend this book for anyone committed to fostering a nurturing and sustainable language teaching profession. * Hayriye Kayi-Aydar, University of Arizona, USA *
Muu info
Unique exploration of how language teacher identity and wellbeing develop and impact each other
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 tku mauri - The Balance
between Mori 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
Yupik 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 Universitys International Branch Campus
Anne Feryok: Conclusion: Balancing and Decentering
Index
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.
