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Operating in global educational contact zones: How pedagogical adaptation to local contexts may result in the renegotiation of the professional identities of English language teachers
ARTICLE

TATE Volume 37, Number 1, ISSN 0742-051X Publisher: Elsevier Ltd

Abstract

This article explores how the professional identities of ten experienced English language teachers were affected as their pedagogies adapted to operating in a major government institution of higher education in Qatar. Exploratory research was employed. A logical chain of evidence was established in order to analyze qualitative data which was generated by open-ended questionnaires. The results indicate that institutionally imposed pedagogical adaptation may result in a renegotiation of professional identity for some teachers. Additionally, teachers experience identity renegotiation in very personal ways.

Citation

Scotland, J. (2014). Operating in global educational contact zones: How pedagogical adaptation to local contexts may result in the renegotiation of the professional identities of English language teachers. Teaching and Teacher Education: An International Journal of Research and Studies, 37(1), 33-43. Elsevier Ltd. Retrieved July 13, 2020 from .

This record was imported from Teaching and Teacher Education: An International Journal of Research and Studies on January 29, 2019. Teaching and Teacher Education: An International Journal of Research and Studies is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.tate.2013.09.002

Keywords