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Positioning and Being Positioned－A Narrative Inquiry on a Buxiban English Teacher in Taiwan
|Issue Date:||2020-08-03 18:34:06 (UTC+8)|
In Taiwanese educational contexts, there are two groups of English teachers. One is school English teachers and the other one is buxiban English teachers. Most of the studies investigated identity construction of school teachers, overlooking how buxiban teachers construct their own teacher identity. This study addresses the research gap by conducting a qualitative study to explore how a buxiban teacher constructs his own teacher identity in the Taiwanese educational context. By answering the research question, how a buxiban teacher positions himself and how he positions others’ positioning in the overall Taiwanese educational context, the study attempts to understand how identity construction of the participant manifests itself in context.
The participant in this study is a Taiwanese English buxiban teacher who has eight-year working experiences and has worked in different buxiban contexts. By using collaborative inquiry, the research findings expose a teacher’s identity construction is highly related to his own learning experience because the learning experience may impact on his teaching belief.
Through the findings, this study argues that the buxiban teacher is able to construct his own professional identity by positioning school teachers and find out his unique worth and value by denial of public positioning.
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