Fostering elementary school English teachers' professional identity through artifacts of practice. Issue 4 (4th July 2018)

• Record Type: Journal Article
• Authors: Chien, Chin-Wen
• Is Part Of: Reflective practice. Volume 19:Issue 4(2018)
• Page Start: 557
• Page End: 572
• Publication Date: 2018-07-04
• Subjects: Artifacts -- professional dialogue -- professional identity -- reflective practice -- tools; Professions -- Periodicals; Reflection (Philosophy) -- Periodicals; Thought and thinking -- Periodicals; Self-knowledge, Theory of -- Periodicals; Career development -- Periodicals; 370.15
• DOI: 10.1080/14623943.2018.1538952
• Languages: English
• ISSNs: 1462-3943

Abstract

ABSTRACT: Documents, interviews, and observation notes were used to analyze 19 Taiwanese elementary school English teachers' professional identity construction through artifacts and tools. The conceptual framework was adopted from Wetzler's (2010) Teacher Learning and Performance and Wertsch's (1998) three conceptual terms of artifacts. The study concluded two findings. First, the power and authority of the artifacts and tools referenced by participants also helped them to construct their professional identities. Second, the affordance of artifacts and tools led English teachers to exercise their reflective practice.