文章基本信息

标题：EFL Teacher Identity: Impact of Macro and Micro Contextual Factors in Education Reform Frame in Chile
本地全文：下载
作者：Danisa Salinas
期刊名称：World Journal of Education
印刷版ISSN：1925-0746
电子版ISSN：1925-0754
出版年度：2017
卷号：7
期号：6
页码：1
DOI：10.5430/wje.v7n6p1
语种：English
出版社：Sciedu Press
摘要：The research aims at exploring how macro and micro contextual factors have influenced on the construction of English as a foreign language (EFL) teachers’ identity in education reform contexts in Chile based on sociocultural theories. Grounded theory was used in the methodological design to analyse and categorize data utilizing the ATLAS.ti software. Deep semi-structured and focus group interviews were used to collect data, and twelve EFL teachers participated in the research. From a macro contextual environment, results show that educational demands turn into bureaucracy and a non-coherent EFL national curriculum which have weakened teachers’ identity resulting in a sense of frustration and resignation. Micro contextual factors have emotional (appreciation, student/teacher bond, and work climate) and cognitive dimensions (in-service training) with a dual role – strengthening or weakening EFL teachers’ identities.
其他摘要：The research aims at exploring how macro and micro contextual factors have influenced on the construction of English as a foreign language (EFL) teachers’ identity in education reform contexts in Chile based on sociocultural theories. Grounded theory was used in the methodological design to analyse and categorize data utilizing the ATLAS.ti software. Deep semi-structured and focus group interviews were used to collect data, and twelve EFL teachers participated in the research. From a macro contextual environment, results show that educational demands turn into bureaucracy and a non-coherent EFL national curriculum which have weakened teachers’ identity resulting in a sense of frustration and resignation. Micro contextual factors have emotional (appreciation, student/teacher bond, and work climate) and cognitive dimensions (in-service training) with a dual role – strengthening or weakening EFL teachers’ identities.