國立虎尾科技大學 |

The Discursive Construction of Language Teacher Agency, Identity, and Positioning by GTAs of Additional Languages.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	The Discursive Construction of Language Teacher Agency, Identity, and Positioning by GTAs of Additional Languages./
作者:	Rockey, Catherine.
面頁冊數:	1 online resource (222 pages)
附註:	Source: Dissertations Abstracts International, Volume: 85-01, Section: A.
Contained By:	Dissertations Abstracts International85-01A.
標題:	Teacher education. -
電子資源:	click for full text (PQDT)
ISBN:	9798379774844

The Discursive Construction of Language Teacher Agency, Identity, and Positioning by GTAs of Additional Languages.
Rockey, Catherine.

The Discursive Construction of Language Teacher Agency, Identity, and Positioning by GTAs of Additional Languages. - 1 online resource (222 pages)

Source: Dissertations Abstracts International, Volume: 85-01, Section: A.

Thesis (Ph.D.)--The University of Arizona, 2023.

Includes bibliographical references

Over the last several decades, language teacher identity has become a growing field of research due to its link with teacher performance and student achievement (Beauchamp & Thomas, 2009; Beijaard et al., 2000). However, graduate teaching assistants (GTAs) are often excluded from the LTI research despite language departments' increasing reliance on their "integral labor" (Robertson & Yazan, p. 10). The three studies comprising this dissertation examined the professional identity and agency construction of GTAs in additional languages departments in the US, with a focus on participants' willingness, capability, and power (WCP) to position themselves as teachers.Study 1 used positioning analysis to investigate how GTAs position themselves in their narratives of teaching experiences, revealing that their professional identities are closely related to their professional goals, with varying levels of willingness, capability, and power to embody desired positions. The study also found that imposed positions or authority-mediated positioning often conflict with the GTAs' self-positioning, leading to tensions and limitations in their identity construction. The implications of these findings suggest the need for supportive and empowering contexts for GTA identity development. Study 2 explored the effects of a training module on GTAs engaged in language teaching materials development. Findings suggested that the training module had a positive effect on both novice and experienced groups, with the novice group showing increased perceptions of capability and the experienced group showing increased willingness to engage in materials development. Both groups also demonstrated a re-evaluation of their perceived power as materials developers, which had reciprocal effects on their perceptions of capability and willingness. The implications of these findings highlight the importance of providing GTAs with professional development opportunities, particularly in areas such as materials development that are directly applicable to their teaching contexts. Study 3 examined the role of modal periphrases in GTAs' positioning as (in)agentive teachers, based on the positioning theory framework of WCP. The study found that the modal periphrases of "can" and "have to" are particularly significant in this regard, and that the deontic properties of these modal constructs have important consequences for the speaker's perceived WCP. The study also highlighted the role of internalized norms and perceived support in mitigating conflicts between sources of obligation. The implications of these findings emphasize the importance of understanding how language shapes agency in educational contexts.Overall, these studies provide insight into the complexities and challenges of GTA identity construction and highlight the need for supportive and empowering contexts for GTA professional development. They suggest potential strategies for maximizing affordances and minimizing barriers to GTA identity development, including emphasizing GTAs' positioning as language teachers and providing adequate support and training. These findings have implications for language departments, TA supervisors, program directors, and all entities invested in the professional development of graduate students as teachers.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2024

Mode of access: World Wide Web

ISBN: 9798379774844Subjects--Topical Terms:

1148451
Teacher education.
Subjects--Index Terms:

AgencyIndex Terms--Genre/Form:

554714
Electronic books.

The Discursive Construction of Language Teacher Agency, Identity, and Positioning by GTAs of Additional Languages.
LDR:04705ntm a22003977 4500 001 1152903
005 20241216064753.5
006 m o d
007 cr mn ---uuuuu
008 250605s2023 xx obm 000 0 eng d
020 $a 9798379774844
035 $a (MiAaPQ)AAI30530375
035 $a AAI30530375
040 $a MiAaPQ $b eng $c MiAaPQ $d NTU
100 1 $a Rockey, Catherine. $3 1480008
245 1 4 $a The Discursive Construction of Language Teacher Agency, Identity, and Positioning by GTAs of Additional Languages.
264 0 $c 2023
300 $a 1 online resource (222 pages)
336 $a text $b txt $2 rdacontent
337 $a computer $b c $2 rdamedia
338 $a online resource $b cr $2 rdacarrier
500 $a Source: Dissertations Abstracts International, Volume: 85-01, Section: A.
500 $a Advisor: Fernandez, Julieta.
502 $a Thesis (Ph.D.)--The University of Arizona, 2023.
504 $a Includes bibliographical references
520 $a Over the last several decades, language teacher identity has become a growing field of research due to its link with teacher performance and student achievement (Beauchamp & Thomas, 2009; Beijaard et al., 2000). However, graduate teaching assistants (GTAs) are often excluded from the LTI research despite language departments' increasing reliance on their "integral labor" (Robertson & Yazan, p. 10). The three studies comprising this dissertation examined the professional identity and agency construction of GTAs in additional languages departments in the US, with a focus on participants' willingness, capability, and power (WCP) to position themselves as teachers.Study 1 used positioning analysis to investigate how GTAs position themselves in their narratives of teaching experiences, revealing that their professional identities are closely related to their professional goals, with varying levels of willingness, capability, and power to embody desired positions. The study also found that imposed positions or authority-mediated positioning often conflict with the GTAs' self-positioning, leading to tensions and limitations in their identity construction. The implications of these findings suggest the need for supportive and empowering contexts for GTA identity development. Study 2 explored the effects of a training module on GTAs engaged in language teaching materials development. Findings suggested that the training module had a positive effect on both novice and experienced groups, with the novice group showing increased perceptions of capability and the experienced group showing increased willingness to engage in materials development. Both groups also demonstrated a re-evaluation of their perceived power as materials developers, which had reciprocal effects on their perceptions of capability and willingness. The implications of these findings highlight the importance of providing GTAs with professional development opportunities, particularly in areas such as materials development that are directly applicable to their teaching contexts. Study 3 examined the role of modal periphrases in GTAs' positioning as (in)agentive teachers, based on the positioning theory framework of WCP. The study found that the modal periphrases of "can" and "have to" are particularly significant in this regard, and that the deontic properties of these modal constructs have important consequences for the speaker's perceived WCP. The study also highlighted the role of internalized norms and perceived support in mitigating conflicts between sources of obligation. The implications of these findings emphasize the importance of understanding how language shapes agency in educational contexts.Overall, these studies provide insight into the complexities and challenges of GTA identity construction and highlight the need for supportive and empowering contexts for GTA professional development. They suggest potential strategies for maximizing affordances and minimizing barriers to GTA identity development, including emphasizing GTAs' positioning as language teachers and providing adequate support and training. These findings have implications for language departments, TA supervisors, program directors, and all entities invested in the professional development of graduate students as teachers.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2024
538 $a Mode of access: World Wide Web
650 4 $a Teacher education. $3 1148451
650 4 $a Linguistics. $3 557829
650 4 $a Education. $3 555912
653 $a Agency
653 $a GTAs
653 $a Identity
653 $a Positioning
653 $a Professional development
655 7 $a Electronic books. $2 local $3 554714
690 $a 0530
690 $a 0290
690 $a 0515
710 2 $a ProQuest Information and Learning Co. $3 1178819
710 2 $a The University of Arizona. $b Spanish. $3 1186815
773 0 $t Dissertations Abstracts International $g 85-01A.
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=30530375 $z click for full text (PQDT)