PDF(Pubmed)
Abstract：
Language teaching is by nature a complex and social practice with numerous personal and contextual aspects. It hinges upon how teachers perceive themselves, the way they are perceived by others, and their roles and positioning in the classroom and its occurring interactions. Despite the proliferation of research on English as a foreign language (EFL) teachers\' professional identity, its association to agency and positioning has been widely ignored in academia. Urged by this backdrop, the current study was a bid to theoretically explore the relationship among teachers\' professional identity, agency, and positioning in language education. To do so, the theoretical and empirical underpinnings of this line of research are reviewed referring to different definitions, dimensions, approaches, and conceptualizations of each construct. Additionally, to approve their strong linkage, scientific findings from previous studies are built upon. Furthermore, the implications of this line of inquiry for different stakeholders in EFL contexts, especially teachers are presented in detail. Finally, the study enumerates a number of research gaps in this domain and suggests some future directions for enthusiastic scholars.
摘要：
语言教学本质上是一种复杂的社会实践，具有许多个人和上下文方面。这取决于教师如何看待自己，他们被别人感知的方式，以及他们在课堂中的角色和定位及其发生的互动。尽管对英语作为外语(EFL)教师的专业认同的研究激增，它与代理和定位的联系在学术界被广泛忽视。在这种背景下，本研究旨在从理论上探索教师职业认同之间的关系，agency,在语言教育中的定位。要做到这一点，参考不同的定义，回顾了这一研究路线的理论和实证基础，尺寸,方法，和每个结构的概念化。此外,为了认可他们的紧密联系，科学发现从以前的研究是建立在。此外，这条调查路线对EFL环境中不同利益相关者的影响，特别是教师的详细介绍。最后,该研究列举了该领域的一些研究空白，并为热情的学者提出了一些未来的方向。
