6533b873fe1ef96bd12d4d2a

RESEARCH PRODUCT

Teachers’ pedagogical and relational identity negotiation in the Finnish CLIL context

Josephine MoateSotiria PappaMaria Ruohotie-lyhtyAnneli Eteläpelto

subject

pedagogical identityteacher identitymedia_common.quotation_subjectPrimary educationIdentity (social science)Context (language use)Finnish educationEducationidentity agencyAgency (sociology)Pedagogyta516Sociologymedia_common060201 languages & linguistics05 social sciences050301 educationIdentity negotiation06 humanities and the artsContent and Language Integrated Learningrelational identityNegotiationContent and language integrated learningvieraskielinen opetus0602 languages and literatureThematic analysis0503 education

description

Abstract This study explores the professional identity of Content and Language Integrated Learning (CLIL) teachers in Finnish primary education. It aims at explaining how CLIL teachers negotiate their pedagogical and relational identity, and how identity agency is exercised in negotiating a more encompassing professional identity. Thematic analysis of thirteen interviews outlines the bi-directional process of identity negotiation between personal and professional resources, and social contexts at work. The results highlight a connection between professional identity and agency, and suggest that identity negotiation is a process of working and sharing with others, but also individually.

yearjournalcountryeditionlanguage
2017-07-01
http://urn.fi/URN:NBN:fi:jyu-201906173248