The IRMA Community
Newsletters
Research IRM
Click a keyword to search titles using our InfoSci-OnDemand powered search:
|
Exploring Identity of Non-Native Teachers of English through Narratives of their Experience
Author(s): Magdalena Rostron (Qatar Foundation, Qatar)
Copyright: 2014
Pages: 31
EISBN13: 9781466664234
Purchase
View Sample PDF
Abstract
The teaching profession, particularly in the field of TESOL, seems to be in the midst of transition, with teachers facing questions in regard to content, methods, audience, underlying principles, and goals of their teaching and, perhaps most importantly, their own professional identity in and out of the classroom. This chapter explores the issue of teacher identity and position in the fast-changing setting of the Qatari educational system, based on the author's own story as a non-native English-speaking teacher of English in Qatar and incorporating other NNES teachers' narratives. Using interviews and focused analysis of teachers' stories, the author investigates commonalities and contrasts in the way we formulate and practise teaching philosophies, examining how we are/can be teachers, native and non-native alike, in the TESOL landscape of Qatar.
Related Content
Faiza Tanaz Ahsan.
© 2024.
17 pages.
|
Lisa Harris.
© 2010.
11 pages.
|
Maresa Bertolo, Ilaria Mariani.
© 2014.
22 pages.
|
Edward Cohen, Timothy D. Zimmerman.
© 2012.
30 pages.
|
Athra Sultan Alawani.
© 2019.
24 pages.
|
|
|