Understanding identity salience and English as a Foreign Language teaching practices: A case study of multi‐subject generalist teachers
The scarcity of teachers worldwide has led to educators teaching multiple subjects outside their area of expertise. This challenge of teaching out‐of‐field or multi‐subject instruction raises the need for (re)constructing the identity of multi‐subject generalist teachers (M‐SGTs). However, the matte...
Gespeichert in:
| Veröffentlicht in: | Review of education (Oxford) Jg. 11; H. 3 |
|---|---|
| Hauptverfasser: | , |
| Format: | Journal Article |
| Sprache: | Englisch |
| Veröffentlicht: |
London
Wiley Subscription Services, Inc
01.12.2023
|
| Schlagworte: | |
| ISSN: | 2049-6613, 2049-6613 |
| Online-Zugang: | Volltext |
| Tags: |
Tag hinzufügen
Keine Tags, Fügen Sie den ersten Tag hinzu!
|
| Abstract | The scarcity of teachers worldwide has led to educators teaching multiple subjects outside their area of expertise. This challenge of teaching out‐of‐field or multi‐subject instruction raises the need for (re)constructing the identity of multi‐subject generalist teachers (M‐SGTs). However, the matter has received little attention in current literature. This study aimed to explore the process by which M‐SGTs develop a salient identity as EFL teachers and how this identity impacts their practices in teaching EFL. To achieve this, a case‐study approach was employed, and six M‐SGTs from three private kindergarten schools in rural Bangladesh were selected using convenient sampling. Data were gathered from observation protocols, semi‐structured interviews, and documents. The interviews and observation protocols were transcribed and coded, while the documents were reviewed thematically and categorically in line with Kvale's recommendations. The results of this investigation highlight the complex and multifaceted nature of the development of salient identity as EFL teachers among M‐SGTs. The study reveals that M‐SGTs develop a strong identity as EFL teachers through negotiation, adaptation, subject selection, confidence, language acquisition experience, pre‐service pedagogical skills, social support, positive feedback and endorsement by principals. The study also finds that M‐SGTs' salient identity is reflected in their teaching practices that involve being role models, adapting English language instruction, employing interactivity, differentiation in pedagogy, comprehensive feedback, whole‐class teaching and the use of supplementary materials. This paper ends with an important implication. |
|---|---|
| AbstractList | The scarcity of teachers worldwide has led to educators teaching multiple subjects outside their area of expertise. This challenge of teaching out‐of‐field or multi‐subject instruction raises the need for (re)constructing the identity of multi‐subject generalist teachers (M‐SGTs). However, the matter has received little attention in current literature. This study aimed to explore the process by which M‐SGTs develop a salient identity as EFL teachers and how this identity impacts their practices in teaching EFL. To achieve this, a case‐study approach was employed, and six M‐SGTs from three private kindergarten schools in rural Bangladesh were selected using convenient sampling. Data were gathered from observation protocols, semi‐structured interviews, and documents. The interviews and observation protocols were transcribed and coded, while the documents were reviewed thematically and categorically in line with Kvale's recommendations. The results of this investigation highlight the complex and multifaceted nature of the development of salient identity as EFL teachers among M‐SGTs. The study reveals that M‐SGTs develop a strong identity as EFL teachers through negotiation, adaptation, subject selection, confidence, language acquisition experience, pre‐service pedagogical skills, social support, positive feedback and endorsement by principals. The study also finds that M‐SGTs' salient identity is reflected in their teaching practices that involve being role models, adapting English language instruction, employing interactivity, differentiation in pedagogy, comprehensive feedback, whole‐class teaching and the use of supplementary materials. This paper ends with an important implication. |
| Author | Alam, Md. Saiful Asmawi, Adelina |
| Author_xml | – sequence: 1 givenname: Md. Saiful orcidid: 0000-0001-8749-3490 surname: Alam fullname: Alam, Md. Saiful email: saifnottingham@gmail.com organization: World University of Bangladesh – sequence: 2 givenname: Adelina orcidid: 0000-0003-0595-2986 surname: Asmawi fullname: Asmawi, Adelina organization: University of Malaya |
| BookMark | eNp9kMtKA0EQRRtRMMYs_IMGVy5i-jE9D3dB4gMCghi3Q6WnZtJh0hO7e5Ts3LrzG_0SJ8aFCLqqgjr33uIekX3bWCTkhLNzzpgYOXyW5zIS0R7pCRZlwzjmcv_HfkgG3i8ZY5wzJTPZI28zW6DzAWxhbEVNgTaYsKEeaoNWI-0OdGKr2vgFBU-BXjUOTWXpFGzVQoU0IOjFVrx2oIPR6C_omGrwSH1oiw1tSrpq62A-Xt99O1-iDrRCi66L8GEn7144Jgcl1B4H37NPZleTh8ub4fTu-vZyPB1qkSXREOIymbNMiriI2DxKEqVRxwpVJiHlcVEKpnmB6TwpEl4iMK4UF0qWJQOMo1j2yenOd-2apxZ9yJdN62wXmYuMqVSlaSo66mxHadd477DM186swG1yzvJt2fm27HxbdseOfrHaBAimscGBqf9TvJgaN39b5_eTR_ml-ARLxpU6 |
| CitedBy_id | crossref_primary_10_55544_ijrah_5_2_28 crossref_primary_10_1080_2331186X_2025_2514914 |
| Cites_doi | 10.7748/nr2005.10.13.2.42.c5967 10.20431/2349‐0381.0808013 10.1007/978-981-13-3366-8_1 10.1007/978-1-4419-9188-1_13 10.1007/s11858‐020‐01136‐y 10.1017/S0265051712000411 10.1016/j.tate.2010.08.013 10.1016/j.tate.2023.104184 10.1080/02607476.2014.956542 10.1016/j.tate.2021.103388 10.1080/17408989.2015.1112775 10.1080/10632913.2020.1746715 10.1007/s11422‐013‐9546‐z 10.1017/CBO9780511803932 10.2307/2695870 10.1080/13540600600832213 10.1177/0255761421989113 10.1080/07908318.2021.1954938 10.1002/sce.10020 10.1007/978-1-4419-9188-1_14 10.1177/0022487114533128 10.1080/19439342.2017.1301978 10.3390/socsci11070295 10.1080/00313831.2017.1420688 10.1186/s40862‐020‐00094‐y 10.1007/978-94-007-6772-0_2 10.1111/j.1547‐5069.2001.00253.x 10.29173/css149 10.24093/awej/vol11no3.27 10.1080/03075079.2010.521237 10.1016/j.tate.2008.05.002 10.1177/0190272512459662 10.1123/jtpe.2019‐0091 10.1080/03054985.2020.1775566 10.1023/A:1014684928461 10.1007/s10763‐012‐9333‐4 10.1111/ecoj.12233 10.1016/j.sbspro.2011.10.144 10.1080/2331186X.2022.2087458 10.1080/02619760802624104 10.1080/19415257.2019.1613257 10.1177/016146810911100108 10.1080/00098655.1984.10113891 10.1080/19415250903457893 10.1108/S0882-614520140000031002 10.1007/978-981-13-3366-8_9 10.1080/00131881.2013.874160 10.1080/13569780902868911 10.14746/ssllt.2021.11.1.6 10.1002/tesj.221 10.1177/025576149803200103 10.14221/ajte.2018v43n5.4 10.33474/j‐reall.v3i2.16504 10.1007/1-4020-3346-X_14 10.5430/jct.v10n4p13 10.54300/247.242 10.1007/978-94-6209-518-2 10.1080/0031383990430105 10.1080/03057267.2014.937171 10.1177/0190272511436352 10.31244/dds.2016.01.02 |
| ContentType | Journal Article |
| Copyright | 2023 British Educational Research Association. Copyright © 2023 British Educational Research Association. |
| Copyright_xml | – notice: 2023 British Educational Research Association. – notice: Copyright © 2023 British Educational Research Association. |
| DBID | AAYXX CITATION 7T9 AHOVV |
| DOI | 10.1002/rev3.3424 |
| DatabaseName | CrossRef Linguistics and Language Behavior Abstracts (LLBA) Education Research Index |
| DatabaseTitle | CrossRef Linguistics and Language Behavior Abstracts (LLBA) |
| DatabaseTitleList | Linguistics and Language Behavior Abstracts (LLBA) CrossRef |
| DeliveryMethod | fulltext_linktorsrc |
| Discipline | Education |
| EISSN | 2049-6613 |
| EndPage | n/a |
| ExternalDocumentID | 10_1002_rev3_3424 REV33424 |
| Genre | article |
| GroupedDBID | 05W 0R~ 1OC 31~ 33P 50Y 8-1 AABNI AAESR AAHQN AAHSB AAMMB AAMNL AAOUF AAXRX AAYCA AAZKR ABCUV ABJNI ABSOO ACAHQ ACBKW ACCZN ACGFS ACPOU ACXQS ADBBV ADEOM ADKYN ADMGS ADXAS ADZMN AEFGJ AEIGN AEUYR AEYWJ AFBPY AFFPM AFGKR AFWVQ AFZJQ AGHNM AGXDD AHBTC AIDQK AIDYY AIURR ALMA_UNASSIGNED_HOLDINGS ALUQN ALVPJ AMYDB AZVAB BFHJK BMXJE BRXPI D-B DCZOG DPXWK DRFUL DRSSH EBS EJD G-S GODZA HGLYW HZ~ LATKE LEEKS LITHE LOXES LUTES LYRES MEWTI MSFUL MSSSH MXFUL MXSSH MY. MY~ O9- P2W PQQKQ R.K ROL SUPJJ WBKPD WOHZO WXSBR ZZTAW AAYXX CITATION 7T9 AHOVV |
| ID | FETCH-LOGICAL-c2974-a6f7b09326d40b4775cec65e593a816df20c1de8b7d71fea01551253ff0ae6463 |
| IEDL.DBID | DRFUL |
| ISICitedReferencesCount | 1 |
| ISICitedReferencesURI | http://www.webofscience.com/api/gateway?GWVersion=2&SrcApp=Summon&SrcAuth=ProQuest&DestLinkType=CitingArticles&DestApp=WOS_CPL&KeyUT=001074511800001&url=https%3A%2F%2Fcvtisr.summon.serialssolutions.com%2F%23%21%2Fsearch%3Fho%3Df%26include.ft.matches%3Dt%26l%3Dnull%26q%3D |
| ISSN | 2049-6613 |
| IngestDate | Sun Nov 16 03:42:46 EST 2025 Tue Nov 18 21:11:13 EST 2025 Wed Oct 29 21:17:37 EDT 2025 Wed Aug 20 07:27:19 EDT 2025 |
| IsPeerReviewed | true |
| IsScholarly | true |
| Issue | 3 |
| Language | English |
| LinkModel | DirectLink |
| MergedId | FETCHMERGED-LOGICAL-c2974-a6f7b09326d40b4775cec65e593a816df20c1de8b7d71fea01551253ff0ae6463 |
| Notes | ObjectType-Article-1 SourceType-Scholarly Journals-1 ObjectType-Feature-2 content type line 14 |
| ORCID | 0000-0001-8749-3490 0000-0003-0595-2986 |
| PQID | 2905858882 |
| PQPubID | 2034405 |
| PageCount | 20 |
| ParticipantIDs | proquest_journals_2905858882 crossref_primary_10_1002_rev3_3424 crossref_citationtrail_10_1002_rev3_3424 wiley_primary_10_1002_rev3_3424_REV33424 |
| PublicationCentury | 2000 |
| PublicationDate | December 2023 2023-12-00 20231201 |
| PublicationDateYYYYMMDD | 2023-12-01 |
| PublicationDate_xml | – month: 12 year: 2023 text: December 2023 |
| PublicationDecade | 2020 |
| PublicationPlace | London |
| PublicationPlace_xml | – name: London |
| PublicationTitle | Review of education (Oxford) |
| PublicationYear | 2023 |
| Publisher | Wiley Subscription Services, Inc |
| Publisher_xml | – name: Wiley Subscription Services, Inc |
| References | 2013; 21 2016; 108 2015; 77 2009; 111 1999; 43 2020; 11 2021; 122 2018; 43 2017; 9 2014; 65 2014; 1 2021; 35 2009; 14 2020; 5 2013; 11 2019; 63 2002; 86 2020; 52 2023; 130 2004; 38 2013; 12 2021; 39 1984; 57 2019; 27 1985 2008; 24 2020; 46 2011; 27 2014; 50 2014; 56 2010; 9 2021; 8 2015; 15 2015; 6 2010; 36 2002; 30 2021; 104 2015; 125 2017; 22 2000; 63 2000; 20 2009 1998 2008 2011; 30 1995 1994 2005 1993 2004 2003 1991 2012; 37 2011; 4 2016; 17 2014; 40 2012; 75 2016; 11 2021; 10 2009; 32 2019; 40 2021; 11 2022; 3 2022 2017; 10 2022; 9 2013; 30 2019 2016 1998; 1 2014 2009; 5 2013 2022; 11 2001; 33 2005; 13 1998; 79 2014; 31 Rodgers C. R. (e_1_2_13_55_1) 2008 e_1_2_13_24_1 e_1_2_13_49_1 e_1_2_13_26_1 e_1_2_13_20_1 e_1_2_13_45_1 e_1_2_13_43_1 e_1_2_13_64_1 Collins A. (e_1_2_13_15_1) 2016; 17 e_1_2_13_85_1 e_1_2_13_8_1 Morris R. C. (e_1_2_13_48_1) 2013; 21 e_1_2_13_62_1 e_1_2_13_83_1 e_1_2_13_6_1 Stryker S. (e_1_2_13_65_1) 1985 Merriam S. (e_1_2_13_46_1) 2009 e_1_2_13_81_1 LeCompte M. D. (e_1_2_13_41_1) 1993 Sutcher L. (e_1_2_13_68_1) 2019; 27 Taar J. (e_1_2_13_70_1) 2017; 10 e_1_2_13_17_1 e_1_2_13_19_1 e_1_2_13_13_1 e_1_2_13_36_1 e_1_2_13_59_1 e_1_2_13_38_1 e_1_2_13_57_1 e_1_2_13_32_1 e_1_2_13_11_1 e_1_2_13_53_1 e_1_2_13_76_1 Flyvbjerg B. (e_1_2_13_23_1) 2011 e_1_2_13_30_1 e_1_2_13_72_1 Miles M. B. (e_1_2_13_47_1) 1994 e_1_2_13_4_1 e_1_2_13_2_1 Crisan C. (e_1_2_13_16_1) 2014 e_1_2_13_29_1 e_1_2_13_25_1 Stunell G. (e_1_2_13_66_1) 2010; 9 e_1_2_13_27_1 e_1_2_13_69_1 e_1_2_13_21_1 e_1_2_13_44_1 e_1_2_13_67_1 e_1_2_13_42_1 e_1_2_13_40_1 e_1_2_13_63_1 Snow C. E. (e_1_2_13_58_1) 2005 e_1_2_13_7_1 e_1_2_13_61_1 e_1_2_13_82_1 e_1_2_13_80_1 Barty L. (e_1_2_13_9_1) 2004; 38 Ingersoll R. M. (e_1_2_13_34_1) 1998; 79 Yin R. K. (e_1_2_13_84_1) 2009 e_1_2_13_18_1 e_1_2_13_39_1 e_1_2_13_14_1 e_1_2_13_35_1 e_1_2_13_37_1 e_1_2_13_79_1 e_1_2_13_31_1 e_1_2_13_56_1 e_1_2_13_77_1 Valdés G. (e_1_2_13_78_1) 2004 e_1_2_13_12_1 e_1_2_13_33_1 e_1_2_13_54_1 e_1_2_13_75_1 e_1_2_13_52_1 e_1_2_13_73_1 Bosse M. (e_1_2_13_10_1) 2015; 77 e_1_2_13_50_1 e_1_2_13_71_1 Feagin J. R. (e_1_2_13_22_1) 1991 Toohey K. (e_1_2_13_74_1) 2000 e_1_2_13_5_1 e_1_2_13_3_1 Stake R. E. (e_1_2_13_60_1) 1995 e_1_2_13_28_1 Opoku‐Asare N. A. (e_1_2_13_51_1) 2015; 15 |
| References_xml | – volume: 50 start-page: 145 issue: 2 year: 2014 end-page: 179 article-title: Studying science teacher identity: Current insights and future research directions publication-title: Studies in Science Education – volume: 10 start-page: 13 issue: 4 year: 2021 end-page: 24 article-title: Subject specialisation in primary school: A theoretical review and implications for policy and practice in Zambia publication-title: Journal of Curriculum and Teaching – year: 2009 – year: 2005 – volume: 4 start-page: 301 year: 2011 end-page: 316 – start-page: 195 year: 2003 end-page: 214 – start-page: 3 year: 2019 end-page: 20 – start-page: 217 year: 2019 end-page: 242 – volume: 32 start-page: 321 issue: 3 year: 2009 end-page: 336 article-title: University teacher roles and competencies in online learning environments: A theoretical analysis of teaching and learning practices publication-title: European Journal of Teacher Education – volume: 46 start-page: 678 issue: 6 year: 2020 end-page: 697 article-title: What works in attracting and retaining teachers in challenging schools and areas? publication-title: Oxford Review of Education – volume: 104 year: 2021 article-title: Teachers' perceptions of emotional display rules in schools: A systematic review publication-title: Teaching and Teacher Education – year: 2014 – year: 1994 – volume: 6 start-page: 766 issue: 4 year: 2015 end-page: 776 article-title: ESL mentoring for secondary rural educators: Math and science teachers become second language specialists through collaboration publication-title: TESOL Journal – year: 1998 – start-page: 259 year: 2005 end-page: 279 – start-page: 311 year: 1985 end-page: 378 – volume: 111 start-page: 180 issue: 1 year: 2009 end-page: 213 article-title: School climate: Research, policy, practice, and teacher education publication-title: Teachers College Record – volume: 108 start-page: 9 issue: 1 year: 2016 end-page: 32 article-title: Fachfremd unterrichten in Deutschland: Definition–Verbreitung–Auswirkungen publication-title: Die Deutsche Schule – start-page: 31 year: 2013 end-page: 60 – volume: 10 start-page: 99 issue: 2 year: 2017 end-page: 108 article-title: Estonian multi‐subject teacher's competence and experiences publication-title: International Journal of Home Economics – volume: 5 year: 2009 – year: 2022 – volume: 35 start-page: 134 issue: 2 year: 2021 end-page: 150 article-title: Language teachers' identity in teaching intercultural communicative competence publication-title: Language, Culture and Curriculum – year: 2004 – volume: 13 start-page: 42 issue: 2 year: 2005 end-page: 54 article-title: Non‐participant observation: Using video tapes to collect data in nursing research publication-title: Nurse Researcher – volume: 43 start-page: 48 issue: 5 year: 2018 end-page: 59 article-title: Music activities delivered by primary school generalist teachers in Victoria: Informing teaching practice publication-title: Australian Journal of Teacher Education – volume: 11 start-page: 295 issue: 7 year: 2022 article-title: Challenges with complex situations in the teaching and learning of social sciences in initial teacher education publication-title: Social Sciences – volume: 130 year: 2023 article-title: Researcher or teacher‐of‐teachers: What affects the salient identity of Chinese university‐based teacher educators publication-title: Teaching and Teacher Education – volume: 30 start-page: 738 year: 2011 end-page: 742 article-title: The effects of teachers' attitudes on students' personality and performance publication-title: Procedia‐Social and Behavioral Sciences – volume: 27 start-page: 308 issue: 2 year: 2011 end-page: 319 article-title: A dialogical approach to conceptualizing teacher identity publication-title: Teaching and Teacher Education – volume: 75 start-page: 360 issue: 4 year: 2012 end-page: 384 article-title: Role‐identity salience, purpose and meaning in life, and well‐being among volunteers publication-title: Social Psychology Quarterly – volume: 9 start-page: 79 issue: 2 year: 2010 end-page: 107 article-title: Not musical? Identity perceptions of generalist primary school teachers in relation to classroom music teaching in England publication-title: Action, Criticism, and Theory for Music Education – volume: 11 start-page: 431 issue: 3 year: 2020 end-page: 445 article-title: Saudi EFL Teachers' identity formation in Saudi schools: A case study publication-title: Arab World English Journal – volume: 40 start-page: 492 issue: 5 year: 2014 end-page: 506 article-title: Primary teacher education in England: 40 years on publication-title: Journal of Education for Teaching – year: 2019 – year: 1993 – volume: 38 issue: 3 year: 2004 article-title: Embracing ambiguity in the artefacts of the past: Teacher identity and pedagogy publication-title: Canadian Social Studies – volume: 40 start-page: 10 issue: 1 year: 2019 end-page: 20 article-title: Comparing Canadian generalist and specialist elementary school teachers' self‐efficacy and barriers related to physical education instruction publication-title: Journal of Teaching in Physical Education – start-page: 179 year: 2003 end-page: 194 – volume: 9 issue: 1 year: 2022 article-title: A case study of EFL teachers' practice of teaching speaking skills Vis‐à‐Vis the principles of communicative language teaching (CLT) publication-title: Cogent Education – volume: 30 start-page: 85 issue: 1 year: 2013 end-page: 101 article-title: Beginning generalist teacher self‐efficacy for music compared with maths and English publication-title: British Journal of Music Education – volume: 14 start-page: 261 issue: 2 year: 2009 end-page: 278 article-title: Positioning the drama teacher: Exploring the power of identity in teaching practices publication-title: RiDE: The Journal of Applied Theatre and Performance – volume: 22 start-page: 51 issue: 1 year: 2017 end-page: 70 article-title: Magnifying pre‐service generalist teachers' perceptions of preparedness to teach primary school physical education publication-title: Physical Education and Sport Pedagogy – volume: 52 start-page: 893 issue: 5 year: 2020 end-page: 905 article-title: Designing a national blended learning program for “out‐of‐field” mathematics teacher professional development publication-title: ZDM – volume: 37 start-page: 365 issue: 3 year: 2012 end-page: 384 article-title: Professional identity development: A review of the higher education literature publication-title: Studies in Higher Education – volume: 125 start-page: F397 issue: 588 year: 2015 end-page: F424 article-title: Do differences in schools' instruction time explain international achievement gaps? Evidence from developed and developing countries publication-title: The Economic Journal – volume: 46 start-page: 500 issue: 3 year: 2020 end-page: 515 article-title: Designing professional development for teachers teaching out‐of‐field publication-title: Professional Development in Education – volume: 20 year: 2000 – volume: 33 start-page: 253 issue: 3 year: 2001 end-page: 258 article-title: The point of triangulation publication-title: Journal of Nursing Scholarship – volume: 122 start-page: 19 issue: 1 year: 2021 end-page: 31 article-title: Generalist or specialist music teachers? Lessons from two continents publication-title: Arts Education Policy Review – volume: 43 start-page: 81 issue: 1 year: 1999 end-page: 89 article-title: Teaching as teaching‐studying‐learning interaction publication-title: Scandinavian Journal of Educational Research – volume: 8 start-page: 138 issue: 8 year: 2021 end-page: 146 article-title: “I'm like a growing sapling”: A narrative inquiry into a multi‐subject Teacher's construction of multiple identities publication-title: International Journal of Humanities Social Sciences and Education – volume: 39 start-page: 450 issue: 4 year: 2021 end-page: 463 article-title: Negotiating versatility and specialisation: On music teachers' identification with subject positions in Norwegian municipal schools of music and performing arts publication-title: International Journal of Music Education – volume: 5 start-page: 1 issue: 1 year: 2020 end-page: 20 article-title: ELT teachers' epistemological beliefs and dominant teaching style: A mixed method research publication-title: Asian‐Pacific Journal of Second and Foreign Language Education – year: 2016 – volume: 12 start-page: 509 year: 2013 end-page: 526 article-title: Narrative of practice and the construction of identity in teaching publication-title: Teachers and Teaching: Theory and Practice – volume: 15 start-page: 7 issue: 5 year: 2015 end-page: 15 article-title: Instructional strategies for effective teaching and learning of creative arts: The dilemma of generalist teachers in Ghana publication-title: Global Journal of Human‐Social Science: A Arts & Humanities–Psychology – volume: 86 start-page: 401 issue: 3 year: 2002 end-page: 416 article-title: What makes an inquiry‐oriented science teacher? The influence of learning histories on student teacher role identity and practice publication-title: Science Education – volume: 27 start-page: 1 issue: 35 year: 2019 end-page: 40 article-title: Understanding teacher shortages: An analysis of teacher supply and demand in the United States publication-title: Education Policy Analysis Archives – start-page: 732 year: 2008 end-page: 755 – volume: 11 start-page: 213 year: 2016 end-page: 233 article-title: Professional development in person: Identity and the construction of teaching within a high school science department publication-title: Cultural Studies of Science Education – volume: 79 start-page: 773 issue: 10 year: 1998 end-page: 776 article-title: The problem of out‐of‐field teaching publication-title: The Phi Delta Kappan – volume: 56 start-page: 97 issue: 1 year: 2014 end-page: 110 article-title: Reconceptualising out‐of‐field teaching: Experiences of rural teachers in Western Australia publication-title: Educational Research – volume: 3 start-page: 79 issue: 2 year: 2022 end-page: 88 article-title: Subscribing to diverse subjects in different classes: Language development dichotomy publication-title: Journal of Research on English and Language Learning – volume: 11 start-page: 133 issue: 1 year: 2021 end-page: 156 article-title: Foreign language education in rural schools: Struggles and initiatives among generalist teachers teaching English in Mexico publication-title: Studies in Second Language Learning and Teaching – volume: 9 start-page: 245 issue: 2 year: 2017 end-page: 262 article-title: Reforming teacher deployment in Indonesia publication-title: Journal of Development Effectiveness – volume: 31 start-page: 57 year: 2014 end-page: 97 – volume: 1 start-page: 25 year: 2014 end-page: 26 – volume: 21 start-page: 23 issue: 8 year: 2013 end-page: 36 article-title: Identity salience and identity importance in identity theory publication-title: Current Research in Social Psychology – year: 1995 – volume: 1 start-page: 24 year: 1998 end-page: 32 article-title: Swedish music teachers in training and professional life publication-title: International Journal of Music Education – year: 1991 – volume: 24 start-page: 2014 issue: 8 year: 2008 end-page: 2026 article-title: Learning from curriculum materials: Scaffolds for new teachers? publication-title: Teaching and Teacher Education – volume: 30 start-page: 245 year: 2002 end-page: 270 article-title: Naturally occurring mentoring in Japan and the United States: Social roles and correlates publication-title: American Journal of Community Psychology – volume: 63 start-page: 224 issue: 3 year: 2000 end-page: 237 article-title: Identity theory and social identity theory publication-title: Social Psychology Quarterly – volume: 57 start-page: 417 issue: 9 year: 1984 end-page: 419 article-title: The case for the self‐contained classroom publication-title: The Clearing House – volume: 36 start-page: 131 issue: 1–2 year: 2010 end-page: 148 article-title: Teacher educators: Their identities, sub‐identities and implications for professional development publication-title: Professional Development in Education – volume: 75 start-page: 149 issue: 2 year: 2012 end-page: 172 article-title: Structural precursors to identity processes: The role of proximate social structures publication-title: Social Psychology Quarterly – volume: 17 start-page: 1 issue: 26 year: 2016 end-page: 23 article-title: Generalist pre‐service teacher education, self‐efficacy and arts education: An impossible expectation? publication-title: International Journal of Education & the Arts – volume: 63 start-page: 679 issue: 5 year: 2019 end-page: 695 article-title: Tensions and the teacher's role in student teacher identity development in primary and subject teacher curricula publication-title: Scandinavian Journal of Educational Research – volume: 77 start-page: 77 year: 2015 end-page: 88 article-title: The practice of out‐of‐field teaching in mathematics classrooms—A German case study publication-title: Current State of Research on Mathematical Beliefs – volume: 11 start-page: 271 issue: 2 year: 2013 end-page: 297 article-title: Teaching ‘out‐of‐field’ as a boundary‐crossing event: Factors shaping teacher identity publication-title: International Journal of Science and Mathematics Education – volume: 65 start-page: 315 issue: 4 year: 2014 end-page: 326 article-title: Teacher educator professional learning in the third space: Implications for identity and practice publication-title: Journal of Teacher Education – ident: e_1_2_13_13_1 doi: 10.7748/nr2005.10.13.2.42.c5967 – ident: e_1_2_13_85_1 doi: 10.20431/2349‐0381.0808013 – ident: e_1_2_13_33_1 doi: 10.1007/978-981-13-3366-8_1 – ident: e_1_2_13_71_1 doi: 10.1007/978-1-4419-9188-1_13 – ident: e_1_2_13_28_1 doi: 10.1007/s11858‐020‐01136‐y – ident: e_1_2_13_26_1 doi: 10.1017/S0265051712000411 – ident: e_1_2_13_3_1 doi: 10.1016/j.tate.2010.08.013 – ident: e_1_2_13_42_1 doi: 10.1016/j.tate.2023.104184 – ident: e_1_2_13_49_1 doi: 10.1080/02607476.2014.956542 – ident: e_1_2_13_61_1 doi: 10.1016/j.tate.2021.103388 – ident: e_1_2_13_24_1 doi: 10.1080/17408989.2015.1112775 – ident: e_1_2_13_7_1 doi: 10.1080/10632913.2020.1746715 – ident: e_1_2_13_19_1 doi: 10.1007/s11422‐013‐9546‐z – volume-title: Knowledge to support the teaching of reading: Preparing teachers for a changing world year: 2005 ident: e_1_2_13_58_1 – ident: e_1_2_13_81_1 doi: 10.1017/CBO9780511803932 – ident: e_1_2_13_62_1 doi: 10.2307/2695870 – ident: e_1_2_13_80_1 doi: 10.1080/13540600600832213 – ident: e_1_2_13_36_1 doi: 10.1177/0255761421989113 – volume-title: The art of case study research year: 1995 ident: e_1_2_13_60_1 – volume-title: Qualitative research: A guide to design and implementation year: 2009 ident: e_1_2_13_46_1 – ident: e_1_2_13_27_1 doi: 10.1080/07908318.2021.1954938 – ident: e_1_2_13_54_1 – ident: e_1_2_13_21_1 doi: 10.1002/sce.10020 – start-page: 301 volume-title: The Sage Handbook of Qualitative Research year: 2011 ident: e_1_2_13_23_1 – ident: e_1_2_13_12_1 doi: 10.1007/978-1-4419-9188-1_14 – volume-title: Ethnography and qualitative design in educational research year: 1993 ident: e_1_2_13_41_1 – ident: e_1_2_13_82_1 doi: 10.1177/0022487114533128 – ident: e_1_2_13_31_1 doi: 10.1080/19439342.2017.1301978 – volume: 27 start-page: 1 issue: 35 year: 2019 ident: e_1_2_13_68_1 article-title: Understanding teacher shortages: An analysis of teacher supply and demand in the United States publication-title: Education Policy Analysis Archives – ident: e_1_2_13_83_1 doi: 10.3390/socsci11070295 – ident: e_1_2_13_6_1 doi: 10.1080/00313831.2017.1420688 – ident: e_1_2_13_59_1 doi: 10.1186/s40862‐020‐00094‐y – ident: e_1_2_13_25_1 – ident: e_1_2_13_64_1 doi: 10.1007/978-94-007-6772-0_2 – ident: e_1_2_13_73_1 doi: 10.1111/j.1547‐5069.2001.00253.x – volume: 38 issue: 3 year: 2004 ident: e_1_2_13_9_1 article-title: Embracing ambiguity in the artefacts of the past: Teacher identity and pedagogy publication-title: Canadian Social Studies doi: 10.29173/css149 – volume-title: Learning English at school: Identity, social relations, and classroom practice year: 2000 ident: e_1_2_13_74_1 – ident: e_1_2_13_4_1 doi: 10.24093/awej/vol11no3.27 – volume: 17 start-page: 1 issue: 26 year: 2016 ident: e_1_2_13_15_1 article-title: Generalist pre‐service teacher education, self‐efficacy and arts education: An impossible expectation? publication-title: International Journal of Education & the Arts – ident: e_1_2_13_75_1 doi: 10.1080/03075079.2010.521237 – ident: e_1_2_13_29_1 doi: 10.1016/j.tate.2008.05.002 – start-page: 25 volume-title: Proceedings and Agenda for Research and Action from the 1st Teaching across Specialisations (TAS) Collective Symposium, August 2014 year: 2014 ident: e_1_2_13_16_1 – ident: e_1_2_13_72_1 doi: 10.1177/0190272512459662 – ident: e_1_2_13_76_1 doi: 10.1123/jtpe.2019‐0091 – ident: e_1_2_13_56_1 doi: 10.1080/03054985.2020.1775566 – ident: e_1_2_13_18_1 doi: 10.1023/A:1014684928461 – ident: e_1_2_13_32_1 doi: 10.1007/s10763‐012‐9333‐4 – ident: e_1_2_13_40_1 doi: 10.1111/ecoj.12233 – volume-title: Qualitative data analysis: An expanded sourcebook year: 1994 ident: e_1_2_13_47_1 – ident: e_1_2_13_77_1 doi: 10.1016/j.sbspro.2011.10.144 – volume: 77 start-page: 77 year: 2015 ident: e_1_2_13_10_1 article-title: The practice of out‐of‐field teaching in mathematics classrooms—A German case study publication-title: Current State of Research on Mathematical Beliefs – ident: e_1_2_13_2_1 doi: 10.1080/2331186X.2022.2087458 – ident: e_1_2_13_5_1 doi: 10.1080/02619760802624104 – ident: e_1_2_13_38_1 doi: 10.1080/19415257.2019.1613257 – volume: 9 start-page: 79 issue: 2 year: 2010 ident: e_1_2_13_66_1 article-title: Not musical? Identity perceptions of generalist primary school teachers in relation to classroom music teaching in England publication-title: Action, Criticism, and Theory for Music Education – ident: e_1_2_13_14_1 doi: 10.1177/016146810911100108 – ident: e_1_2_13_17_1 doi: 10.1080/00098655.1984.10113891 – volume: 79 start-page: 773 issue: 10 year: 1998 ident: e_1_2_13_34_1 article-title: The problem of out‐of‐field teaching publication-title: The Phi Delta Kappan – ident: e_1_2_13_69_1 doi: 10.1080/19415250903457893 – volume: 21 start-page: 23 issue: 8 year: 2013 ident: e_1_2_13_48_1 article-title: Identity salience and identity importance in identity theory publication-title: Current Research in Social Psychology – ident: e_1_2_13_63_1 doi: 10.1108/S0882-614520140000031002 – ident: e_1_2_13_20_1 doi: 10.1007/978-981-13-3366-8_9 – ident: e_1_2_13_57_1 doi: 10.1080/00131881.2013.874160 – start-page: 732 volume-title: Handbook of research on teacher education year: 2008 ident: e_1_2_13_55_1 – ident: e_1_2_13_79_1 doi: 10.1080/13569780902868911 – ident: e_1_2_13_35_1 doi: 10.14746/ssllt.2021.11.1.6 – ident: e_1_2_13_30_1 doi: 10.1002/tesj.221 – volume: 10 start-page: 99 issue: 2 year: 2017 ident: e_1_2_13_70_1 article-title: Estonian multi‐subject teacher's competence and experiences publication-title: International Journal of Home Economics – ident: e_1_2_13_11_1 doi: 10.1177/025576149803200103 – ident: e_1_2_13_39_1 doi: 10.14221/ajte.2018v43n5.4 – ident: e_1_2_13_44_1 doi: 10.33474/j‐reall.v3i2.16504 – ident: e_1_2_13_52_1 doi: 10.1007/1-4020-3346-X_14 – ident: e_1_2_13_50_1 doi: 10.5430/jct.v10n4p13 – ident: e_1_2_13_67_1 doi: 10.54300/247.242 – volume-title: Learning and not learning English: Latino students in American schools year: 2004 ident: e_1_2_13_78_1 – ident: e_1_2_13_43_1 doi: 10.1007/978-94-6209-518-2 – volume-title: A case for the case study year: 1991 ident: e_1_2_13_22_1 – ident: e_1_2_13_37_1 doi: 10.1080/0031383990430105 – volume-title: Case study research: Design and methods year: 2009 ident: e_1_2_13_84_1 – ident: e_1_2_13_8_1 doi: 10.1080/03057267.2014.937171 – volume: 15 start-page: 7 issue: 5 year: 2015 ident: e_1_2_13_51_1 article-title: Instructional strategies for effective teaching and learning of creative arts: The dilemma of generalist teachers in Ghana publication-title: Global Journal of Human‐Social Science: A Arts & Humanities–Psychology – ident: e_1_2_13_45_1 doi: 10.1177/0190272511436352 – ident: e_1_2_13_53_1 doi: 10.31244/dds.2016.01.02 – start-page: 311 volume-title: Handbook of social psychology year: 1985 ident: e_1_2_13_65_1 |
| SSID | ssj0001105393 |
| Score | 2.247144 |
| Snippet | The scarcity of teachers worldwide has led to educators teaching multiple subjects outside their area of expertise. This challenge of teaching out‐of‐field or... |
| SourceID | proquest crossref wiley |
| SourceType | Aggregation Database Enrichment Source Index Database Publisher |
| SubjectTerms | Academic achievement Bangladesh Case studies Differentiation EFL English as a second language English as a second language instruction English as a second language teaching methods English language English teachers Feedback Foreign languages generalist teachers Head teachers Identity identity salience Individualized Instruction Interviews Kindergarten Language acquisition Language instruction Materials multi‐subject teachers Principals Private schools Role models Rural communities Salience Sampling Scarcity Second language teachers Social constructionism Social skills Social support Teachers Teaching Teaching Methods |
| Title | Understanding identity salience and English as a Foreign Language teaching practices: A case study of multi‐subject generalist teachers |
| URI | https://onlinelibrary.wiley.com/doi/abs/10.1002%2Frev3.3424 https://www.proquest.com/docview/2905858882 |
| Volume | 11 |
| WOSCitedRecordID | wos001074511800001&url=https%3A%2F%2Fcvtisr.summon.serialssolutions.com%2F%23%21%2Fsearch%3Fho%3Df%26include.ft.matches%3Dt%26l%3Dnull%26q%3D |
| hasFullText | 1 |
| inHoldings | 1 |
| isFullTextHit | |
| isPrint | |
| journalDatabaseRights | – providerCode: PRVWIB databaseName: Wiley Online Library - Journals customDbUrl: eissn: 2049-6613 dateEnd: 99991231 omitProxy: false ssIdentifier: ssj0001105393 issn: 2049-6613 databaseCode: DRFUL dateStart: 20130101 isFulltext: true titleUrlDefault: https://onlinelibrary.wiley.com providerName: Wiley-Blackwell |
| link | http://cvtisr.summon.serialssolutions.com/2.0.0/link/0/eLvHCXMwpV1LT9wwELaWhQMX2vJQl9JqVHHgEnD8Sgwn1LLqYbWqEIu4RY7joJXQbrVZkLhx5cZv5JcwTpxdkKhUqbdI8TiWPZP5PJr5hpB9K1Wa6oRGRjsdCc6KSItYRL6mikuHkKRm4LscJMNhenWlf3fISVsL0_BDLAJu3jLq_7U3cJNXR0vS0Jm744cc51whqwz1VnbJ6s_z_miwDLEgduA17S5DHByhJ-IttxBlRwv5tx5pCTNfg9Xa2_Q__Nc6P5KNADLhtNGKT6TjJpu-P3PI5dgij6PXNS0wbqp176FCVO5NHfAFhApfMBUYCC08YRDimzAPaZjQ1llVx3AKFp0i1JS1MC2hzlZ8fniqbnMf7oHrhuMaNasRxyVsk1H_7OLHryg0ZYgsw7tHZFSZ5NSjvkLQXCSJtM4q6aTmJo1VUTJq48KleVIkcelMjcmY5GVJjVNC8R3SnUwn7jMBaa3QhUSxkolCIdCJUyqMLhS1qjSqRw7ag8lsYCz3jTNusoZrmWV-bzO_tz3yfTH0T0PT8d6gvfZ0s2CpVcY0xRtTihcN_Fx9jn-fIDs_u-T-Yfffh34h675DfZMBs0e689mt-0rW7N18XM2-BZV9AZFY8Fg |
| linkProvider | Wiley-Blackwell |
| linkToHtml | http://cvtisr.summon.serialssolutions.com/2.0.0/link/0/eLvHCXMwpV1La9wwEBbbpNBe8uiDpE3TIfTQixtZkmUr5BKaLCl1lrDshtyMLMtlIeyW9SbQW6655Tf2l2Rky7sbSCHQm8GSLDQznk_DzDeEfDGRTBIV00ArqwLBWREoEYrA1VTxyCIkqRn4LtK410suL9V5hxy2tTANP8Q84OYso_5fOwN3Aen9BWvo1N7wbxwXfUFWBaoR6vfqcb87TBcxFgQPvObdZQiEA3RFvCUXomx_Pv-xS1rgzGW0Wrub7vr_bXSDrHmYCUeNXmySjh2_cR2afTbHW3I3XK5qgVFTr_sHKsTlztgBX4Cv8QVdgQbfxBNSH-GEmU_EhLbSqjqAIzDoFqEmrYVJCXW-4t_b--o6dwEf-NWwXKNuNdNxC-_IsHsy-H4a-LYMgWF4-wi0LOOcOtxXCJqLOI6MNTKykeI6CWVRMmrCwiZ5XMRhaXWNyljEy5JqK1FS78nKeDK2WwQiY4QqIpxWMlFIhDphQoVWhaRGllpuk6-tZDLjOctd64yrrGFbZpk728yd7TbZmw_93RB1PDVopxVv5m21ypiieGdK8KqBn6sF-e8Fsv7JBXcPH54_9DN5dTo4S7P0R-_nR_La9atv8mF2yMpsem0_kZfmZjaqprtefx8A79L0SA |
| linkToPdf | http://cvtisr.summon.serialssolutions.com/2.0.0/link/0/eLvHCXMwpV3dSxwxEB_sWYov_bKiVdtBfOjLajbJZjelL1I9WnocIj3xbcnlQwQ55fbuwLe-9s2_0b_EZDd7p6BQ6NvCTrIhmdn5ZZj5DcCuzkRRyJwkSlqZcEZNInnKk1BTxTLrIUnNwHfay_v94uxMHi_Bt7YWpuGHmAfcgmXU_-tg4PbauP0Fa-jYztge85O-gGUemsh0YPnwpDvoLWIsHjywmneXeiCceFfEWnIhQvfn4x-7pAXOfIhWa3fTffN_C30LryPMxINGL97Bkh29Dx2aYzbHKvwdPKxqwYumXvcGK4_Lg7Gjf4GxxhdVhQpjE0_sxQgnTmIiJraVVtVXPEDt3SLWpLV45bDOV7z7c1tNhyHgg-cNy7XXrWa4X8IHGHSPfn__kcS2DImm_vaRKOHyIQm4z3Ay5HmeaatFZjPJVJEK4yjRqbHFMDd56qyqURnNmHNEWcEFW4PO6Gpk1wEzrbk0mR_mKDfCQ520IFxJI4gWTokN-NKeTKkjZ3lonXFZNmzLtAx7W4a93YCdueh1Q9TxlNBWe7xltNWqpJL4O1Phrxr-c_VBPj9BeXJ0ysLDx38X_Qyvjg-7Ze9n_9cmrIR29U06zBZ0JuOp3YaXeja5qMafovreA4zO88M |
| openUrl | ctx_ver=Z39.88-2004&ctx_enc=info%3Aofi%2Fenc%3AUTF-8&rfr_id=info%3Asid%2Fsummon.serialssolutions.com&rft_val_fmt=info%3Aofi%2Ffmt%3Akev%3Amtx%3Ajournal&rft.genre=article&rft.atitle=Understanding+identity+salience+and+English+as+a+Foreign+Language+teaching+practices%3A+A+case+study+of+multi%E2%80%90subject+generalist+teachers&rft.jtitle=Review+of+education+%28Oxford%29&rft.au=Alam%2C+Md.+Saiful&rft.au=Asmawi%2C+Adelina&rft.date=2023-12-01&rft.issn=2049-6613&rft.eissn=2049-6613&rft.volume=11&rft.issue=3&rft.epage=n%2Fa&rft_id=info:doi/10.1002%2Frev3.3424&rft.externalDBID=10.1002%252Frev3.3424&rft.externalDocID=REV33424 |
| thumbnail_l | http://covers-cdn.summon.serialssolutions.com/index.aspx?isbn=/lc.gif&issn=2049-6613&client=summon |
| thumbnail_m | http://covers-cdn.summon.serialssolutions.com/index.aspx?isbn=/mc.gif&issn=2049-6613&client=summon |
| thumbnail_s | http://covers-cdn.summon.serialssolutions.com/index.aspx?isbn=/sc.gif&issn=2049-6613&client=summon |