LANGUAGE TEACHER POSITIONING, AGENCY AND IDENTITY IN A TEACHER PROMOTION EXAMINATION: A VOICE FROM POLAND

Drawing upon an ecological perspective, this article discusses 48 Polish in-service language teachers' positioning in the context of their professional promotion interviews. The article aims to illuminate what positions the teachers may be assigned by the commission members, how they negotiate...

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Bibliographic Details
Published inEuropean Journal of Applied Linguistics and TEFL Vol. 12; no. 1; pp. 151 - 171
Main Author Werbińska, Dorota
Format Journal Article
LanguageEnglish
Published Halifax LinguaBooks Academic Publishing 01.01.2023
Subjects
Education
Employee promotions
Homework
Human agency
Interpersonal Competence
Interpersonal Relationship
Language
Language teachers
Negotiation
Principals
Professional Identity
Promotion (Occupational)
Resistance (Psychology)
Second Languages
Self Actualization
Teacher Promotion
Teachers
Poland
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ISSN2192-1032

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Summary:Drawing upon an ecological perspective, this article discusses 48 Polish in-service language teachers' positioning in the context of their professional promotion interviews. The article aims to illuminate what positions the teachers may be assigned by the commission members, how they negotiate their being positioned, and what this reveals about teacher agency and, indirectly, teacher identity. Six teacher positions designated by the commission were identified in the study, in addition to four subject positions negotiated by the teachers. By focusing on how the participants were positioned, and especially how they repositioned themselves, the study provides insights into the existing research on teacher workplace contexts and teacher agency in a formal professional situation.
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ISSN:2192-1032