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Article (journal) accessible via
URN: urn:nbn:de:0111-pedocs-233473
DOI: 10.25656/01:23347; 10.26529/cepsj.1053
URN: urn:nbn:de:0111-pedocs-233473
DOI: 10.25656/01:23347; 10.26529/cepsj.1053
| Original Title |
Teacher educators’ professional identity in English-medium instruction at a Finnish university |
|---|---|
| Parallel title | Poklicna identiteta izobraževalcev učiteljev pri pouku vangleškem jeziku na finski univerzi |
| Authors | Pappa, Sotiria; Moate, Josephine |
| Source | CEPS Journal 11 (2021) 3, S. 9-33 |
| Document | full text (488 KB) |
| License of the document | In copyright |
| Keywords (German) | Englischunterricht; Lehrerausbildung; Hochschullehrer; Berufliche Identität; Universität; Lehramtsstudent; Pädagogisches Handeln; Sprache; Interview; Finnland |
| sub-discipline | Teaching Didactics/Teaching Languages and Literature Higher Education |
| Document type | Article (journal) |
| ISSN | 2232-2647; 22322647 |
| Language | English |
| Year of creation | 2021 |
| review status | Peer-Reviewed |
| Abstract (English): | Although different forms of English-medium instruction (EMI) are being recognised, the different ways in which EMI can impact the pedagogical activities and expertise of higher education educators have received less attention. Using face-to-face and written interviews with nine teacher educators at a Finnish university, this study examines the most important aspects teacher educators perceive in their work through EMI and how these aspects connect to the understanding of their professional identity. The study is theoretically premised on the interconnected concepts of pedagogical doing, pedagogical being, pedagogical relating, and pedagogical language awareness. The thematically analysed data highlighted the ways in which pedagogical being, doing, and relating revolve around the presence and role of the foreign language in EMI, as well as the concurrent disjunctures and opportunities EMI creates. Pedagogical being informed EMI teacher educators’ orientation to their work and the different ways language impinges on the sense of self as the teacher educators share how they try to understand and respond to the disjunctures of EMI. In terms of pedagogical doing, EMI impinges on how teacher educators enact their practice and the relationships developed with students. However, the focus of pedagogical relating addresses the relationship between the EMI teacher educators and their workplace. The findings from this study will hopefully contribute to the development of EMI teacher preparation and support critical discussions on the ‘Englishisation’ of higher education. (DIPF/Orig.) |
| other articles of this journal | CEPS Journal Jahr: 2021 |
| Statistics |  Number of document requests
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| Checksums | checksum comparison as proof of integrity |
| Date of publication | 11.10.2021 |
| Citation | Pappa, Sotiria; Moate, Josephine: Teacher educators’ professional identity in English-medium instruction at a Finnish university - In: CEPS Journal 11 (2021) 3, S. 9-33 - URN: urn:nbn:de:0111-pedocs-233473 - DOI: 10.25656/01:23347; 10.26529/cepsj.1053 |
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