Discursive Construction of Teacher Identity through Social Networking and Communities of Practice (COPs)
Language Teacher Identity and Reflective Practice - Zia Tajeddin
Zia Tajeddin [+]
Allameh Tabataba'i University
Zia Tajeddin is Professor of Applied Linguistics at Allameh Tabataba’i University, Iran. He is Chair of Iranian Interlanguage Pragmatics SIG and Editor of Applied Pragmatics (John Benjamins) and Journal of Second Language Teacher Education. His research interests center on interlanguage pragmatic instruction and assessment, conversation analysis, (im)politeness, teacher/learner cognition and identity, and EIL/ELF. He has presented papers in many (inter)national conferences and published papers in journals such as The Language Learning Journal, Journal of Intercultural Communication Research, RELC Journal, Australian Journal of Teacher Education, The Asia-Pacific Education Researcher, TESL-EJ, Language and Intercultural Communication, and TESL Canada Journal.
Description
Chapter seven places identity in the context of technology and COP. No doubt, identity as conceived from a constructivist vantage-point can be negotiated, constructed, reconstructed, and changed collaboratively and discursively in interaction with other agents involved in teacher identity development, such as peer teachers, learners, supervisors, and managers. This can occur collaboratively and discursively face to face or online via social networking and online COPs. This chapter imbeds teacher identity negotiation and reconstruction into the context of technology-mediated interaction and unpacks teacher discourse in this negotiated process.