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Language Teacher Identity Outside the State-School Context

100%

Hempkin K.

Theory and Practice of Second Language Acquisition

2023

vol. 9

issue 2

1-22

The importance of understanding language teacher identity is well-established in the existent literature. It has been shown to impact upon many aspects of teachers’ lives both inside and outside the classroom, such as wellbeing (Day & Kington, 2008) and self-efficacy (Canrinus, Helms-Lorenz, Beijaard, Buitink, & Hofman, 2012). The nature of language teacher identity is broadly categorised from a socio-cultural perspective, as dynamic rather than static, as negotiated in social interaction and (potentially) a source of struggle (Barkhuizen, 2017) or friction (Beijaard, Meijer, & Verloop, 2004). As this struggle with identity comes to the fore during periods of transition, when identity is seen to be challenged, the focus of research has largely been trained on pre-service or early-service teachers (Mercer & Kostoulas, 2018). The research in this paper addresses a teaching population who have thus far escaped the research gaze, but aspects of whose identity could be problematic and possible sites of struggle. Drawing upon a narrative approach, in case-study form, I examine how two established teachers (with four years or more service) who have been trained to work in the state-school context and who, for a variety of reasons are now working outside it, construct their language teacher identities. The findings point to the importance of the teachers’ own experiences as learners in their identity formation, and how emotion accompanies and acts as a driver of identity change as they seek stability and status on an uncertain professional path.

Społeczne (de)konstruowanie tożsamości profesjonalnej menedżerów w procesie zwolnień pracowniczych

58%

Ławrynowicz M., Sławecki B.

Problemy Zarządzania

2014

issue 4/2014 (49) t.2

72 - 96

Artykuł poświęcony jest procesowi kształtowania się profesjonalnej tożsamości menedżerów liniowych w trakcie zwolnień. W tekście oparto się na założeniach konstruktywizmu społecznego oraz nurtu krytycznego w naukach o zarządzaniu. Proces społecznego konstruowania tożsamości rozpatrywano z dwóch perspektyw: działów personalnych i menedżerów liniowych. Wykorzystano w tym celu krytyczny przegląd literatury z zakresu zarządzania zasobami ludzkimi i materiał z badań własnych. Pokazano, że kształtowanie tożsamości menedżerskiej przyjmuje formę walki tożsamościowej. Walka ta toczy się w obrębie perspektywy technokratycznej (organizacyjnej) i humanistycznej (indywidualnej), a wyraża się w dynamicznym procesie wzajemnego oddziaływania (interplay) odmienności i tożsamości.

The text is dedicated to the development of professional managerial identity within the process of employee redundancies. It is based on social constructivism and Critical Management Studies (CMS). We look at the process of identity construction from HR departments’ and managers’ perspectives. To understand the process we conduct a critical literature review on human resources management (HRM) and present the findings from our own qualitative research. We show that the process of identity construction takes on the form of identity struggle. This struggle is carried on between the two perspectives: technocratic (organizational) and humanistic (individual) and manifests itself in the dynamic process of alterity/identity interplay.

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1 Problemy Zarządzania

1 Theory and Practice of Second Language Acquisition

1 Hempkin K.

1 Sławecki B.

1 Ławrynowicz M.

1 2023

1 2014

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Language Teacher Identity Outside the State-School Context

Społeczne (de)konstruowanie tożsamości profesjonalnej menedżerów w procesie zwolnień pracowniczych