Comprehension of experienced English language teachers' professional identity and related metacognitive thinking procedures

In order to comprehend the attributes of expert teachers, the current study investigated professional identity (PI) and related metacognitive thinking procedures of experienced Korean teachers of English through a questionnaire survey and interviews. The teachers' PIs contained pedagogic meanin...

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Vydáno v:Teachers and teaching, theory and practice Ročník 27; číslo 1-4; s. 223 - 245
Hlavní autor: Han, Insuk
Médium: Journal Article
Jazyk:angličtina
Vydáno: Abingdon Routledge 19.05.2021
Taylor & Francis Ltd
Témata:
Communication Skills
Correlation
English (Second Language)
Experienced teacher
Experienced Teachers
Expertise
Foreign Countries
High School Teachers
Language Teachers
Metacognition
pedagogical problem-solving
Professional Identity
Professionalism
Student Centered Learning
Teacher Competencies
teacher education
Teacher Improvement
Teachers
South Korea
ISSN:1354-0602, 1470-1278
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Shrnutí:In order to comprehend the attributes of expert teachers, the current study investigated professional identity (PI) and related metacognitive thinking procedures of experienced Korean teachers of English through a questionnaire survey and interviews. The teachers' PIs contained pedagogic meanings that highly regarded teachers' having language knowledge and skills, realising learner-centred practices, teaching communication skills for practicality, and developing professionalism. They relatively less valued practising teacher-led, test-preparation lessons but also using challenging tasks and creative materials and combining content, materials, and activities, which reflects their unestablished meanings of learner-centredness. Some of the interviewed teachers revealed their active performance of metacognitive monitoring and regulations of different meanings (cognitions), emotions, and actions over their pedagogical problem-solving processes for overcoming teacher-led, test-preparation lessons. Thus, experimenting with negotiated pedagogies and modifying their pedagogic meanings by learning from this, they tried to balance identity-congruent actions and verification, and reshaped their PI and related metacognitive thinking procedures; others' pedagogic experimentations and related experiences were rejected by contextual rigidities. Comprehension of the PI and related metacognitive thinking procedures of experienced teachers provided several implications for teacher education.
Bibliografie:ObjectType-Article-1
SourceType-Scholarly Journals-1
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ISSN:1354-0602
1470-1278
DOI:10.1080/13540602.2021.1939002