東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back

Switch To: Labeled | MARC Mode | ISBD

English Language Teacher Agency: A N...

Karatas, Pinar,

Linked to FindBook

Google Book

Amazon

博客來

English Language Teacher Agency: A Narrative Inquiry in a Higher Education Context = = Ingi̇li̇zce ogretmeni̇ etki̇nli̇gi̇: Bi̇r yuksekogreti̇m kurumunda anlati calismasi /

Record Type:	Electronic resources : Monograph/item
Title/Author:	English Language Teacher Agency: A Narrative Inquiry in a Higher Education Context =/ Pinar Karatas.
Reminder of title:	Ingi̇li̇zce ogretmeni̇ etki̇nli̇gi̇: Bi̇r yuksekogreti̇m kurumunda anlati calismasi /
Author:	Karatas, Pinar,
Description:	1 electronic resource (414 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 86-06, Section: A.
Contained By:	Dissertations Abstracts International86-06A.
Subject:	COVID-19. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=31701681
ISBN:	9798346565680

English Language Teacher Agency: A Narrative Inquiry in a Higher Education Context = = Ingi̇li̇zce ogretmeni̇ etki̇nli̇gi̇: Bi̇r yuksekogreti̇m kurumunda anlati calismasi /
Karatas, Pinar,

English Language Teacher Agency: A Narrative Inquiry in a Higher Education Context =Ingi̇li̇zce ogretmeni̇ etki̇nli̇gi̇: Bi̇r yuksekogreti̇m kurumunda anlati calismasi /Pinar Karatas. - 1 electronic resource (414 pages)

Source: Dissertations Abstracts International, Volume: 86-06, Section: A.

This narrative inquiry explores how experienced English language teachers in a higher education context in Turkiye exercise teacher agency in relation to teaching, professional learning, organizational processes, and social participation. The study also explores the perceptions of teachers regarding their professional roles and agency and the impacts of political, social and institutional factors on their agentic orientations. The participants comprise eight experienced language teachers and the data were collected through four semi-structured interviews with each teacher. Critical incidents, documents, ethnographic observations and field notes were used to triangulate the data. The content analysis revealed that agency across various domains was shaped by their personal histories and experiences in earlier figured worlds, including family, prior schooling, teacher education, and alternative certification programs, as well as by their aspirations and teaching philosophies. The study found that the designation of the institution as a research university introduced new priorities and various constraints, which affected the agentic orientations of teachers. Amidst neoliberal discourses, the teachers problematized practices and discourses that conflicted with their beliefs and values and constructed alternative realities to exercise agency. When they felt rendered invisible and their contributions were disregarded, they engaged in principled withdrawal and created liberating worlds outside the school. The findings suggest that teacher agency is multifaceted, multilayered, and fluid and thus cannot be reduced to merely tangible actions. The study offers implications for policymakers, teacher educators, administrators, teachers, in-service professional development programs, and researchers.

English

ISBN: 9798346565680Subjects--Topical Terms:

3554449
COVID-19.
Subjects--Index Terms:

Quality assurance

English Language Teacher Agency: A Narrative Inquiry in a Higher Education Context = = Ingi̇li̇zce ogretmeni̇ etki̇nli̇gi̇: Bi̇r yuksekogreti̇m kurumunda anlati calismasi /
LDR:05347nmm a22004453i 4500 001 2437696
005 20251124054958.5
006 m o d
007 cr|nu||||||||
008 261011s2024 miu||||||m |||||||eng d
020 $a 9798346565680
035 $a (MiAaPQD)AAI31701681
035 $a (MiAaPQD)MiddleEastTech111362
035 $a AAI31701681
040 $a MiAaPQD $b eng $c MiAaPQD $e rda
100 1 $a Karatas, Pinar, $e author. $3 3828769
245 1 0 $a English Language Teacher Agency: A Narrative Inquiry in a Higher Education Context = $b Ingi̇li̇zce ogretmeni̇ etki̇nli̇gi̇: Bi̇r yuksekogreti̇m kurumunda anlati calismasi / $c Pinar Karatas.
264 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2024
300 $a 1 electronic resource (414 pages)
336 $a text $b txt $2 rdacontent
337 $a computer $b c $2 rdamedia
338 $a online resource $b cr $2 rdacarrier
500 $a Source: Dissertations Abstracts International, Volume: 86-06, Section: A.
500 $a Advisors: Karaman, A. Cendel; Akar, Hanife Committee members: Gunduz, Muge; Aksi̇t, Tijen; Korkmazgi̇l, Sibel.
502 $b Ph.D. $c Middle East Technical University (Turkey) $d 2024.
520 $a This narrative inquiry explores how experienced English language teachers in a higher education context in Turkiye exercise teacher agency in relation to teaching, professional learning, organizational processes, and social participation. The study also explores the perceptions of teachers regarding their professional roles and agency and the impacts of political, social and institutional factors on their agentic orientations. The participants comprise eight experienced language teachers and the data were collected through four semi-structured interviews with each teacher. Critical incidents, documents, ethnographic observations and field notes were used to triangulate the data. The content analysis revealed that agency across various domains was shaped by their personal histories and experiences in earlier figured worlds, including family, prior schooling, teacher education, and alternative certification programs, as well as by their aspirations and teaching philosophies. The study found that the designation of the institution as a research university introduced new priorities and various constraints, which affected the agentic orientations of teachers. Amidst neoliberal discourses, the teachers problematized practices and discourses that conflicted with their beliefs and values and constructed alternative realities to exercise agency. When they felt rendered invisible and their contributions were disregarded, they engaged in principled withdrawal and created liberating worlds outside the school. The findings suggest that teacher agency is multifaceted, multilayered, and fluid and thus cannot be reduced to merely tangible actions. The study offers implications for policymakers, teacher educators, administrators, teachers, in-service professional development programs, and researchers.
520 $a Bu anlati calismasi, Turkiye'de bir yuksekogretim kurumunda deneyimli Ingilizce ogretmenlerinin ogretim, mesleki ogrenme, orgutsel surecler ve sosyal katilimla ilgili olarak ogretmen etkinligini nasil sergiledigini arastirmaktadir. Calisma ayrica ogretmenlerin mesleki rolleri ve ogretmen etkinligine iliskin algilarini ve politik, sosyal ve kurumsal faktorlerin etkinlik yonelimleri uzerindeki etkilerini incelemektedir. Katilimcilar sekiz deneyimli dil ogretmeninden olusmaktadir ve veriler her bir ogretmenle yapilan dort yari yapilandirilmis gorusme yoluyla toplanmistir. Verileri cesitlemek icin kritik olaylar, belgeler, etnografik gozlemler ve saha notlari kullanilmistir. Icerik analizi, bu alanlardaki ogretmen etkinliginin, ogretmenlerin kisisel gecmisleri ile aile, onceki okul, ogretmen egitimi ve alternatif sertifika programlari gibi onceki alanlardaki deneyimlerinin yani sira hedefleri ve ogretim felsefeleri tarafindan sekillendirildigini ortaya koymustur. Calisma, kurumun bir arastirma universitesi olarak tanimlanmasinin ogretmenlerin etkinlik yonelimlerini etkileyen yeni oncelikler ve cesitli kisitlamalar getirdigini ortaya koymustur. Ogretmenler, neoliberal soylemlerin ortasinda, kendi inanc ve degerleriyle celisen uygulama ve soylemleri sorunsallastirmislar ve ogretmen etkinligi sergilemek icin alternatif gerceklikler insa etmislerdir. Gorunmez kilindiklarini ve katkilarinin goz ardi edildigini hissettiklerinde, ilkeli bir cekilme surecine girmis ve okul disinda ozgurlestirici alanlar olusturmaya yoneldiklerini belirtmislerdir. Bulgular, ogretmen etkinliginin cok yonlu, cok katmanli ve akiskan oldugunu, bu nedenle yalnizca somut eylemlere indirgenemeyecegini one surmektedir. Bu calisma, egitim politika yapicilari, ogretmen egitimcileri, yoneticiler, ogretmenler, hizmet ici mesleki gelisim programlari ve arastirmacilar icin cikarimlar sunmaktadir.
546 $a English
590 $a School code: 2013
650 4 $a COVID-19. $3 3554449
650 4 $a English as a second language. $3 516208
650 4 $a Middle Eastern studies. $3 3168421
650 4 $a Foreign language instruction. $3 3541319
653 $a Quality assurance
653 $a Accreditation
653 $a English language teacher education
690 $a 0444
690 $a 0555
690 $a 0441
710 2 $a Middle East Technical University (Turkey). $b Department of English Language Teaching. $e degree granting institution. $3 3823965
720 1 $a Karaman, A. Cendel $e degree supervisor.
720 1 $a Akar, Hanife $e degree supervisor.
773 0 $t Dissertations Abstracts International $g 86-06A.
790 $a 2013
791 $a Ph.D.
792 $a 2024
856 4 0 $u https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=31701681