Teachers’ pedagogical and relational identity negotiation in the Finnish CLIL context

• Published in: Teaching and teacher education Vol. 65; pp. 61 - 70
• Main Authors: Pappa, Sotiria, Moate, Josephine, Ruohotie-Lyhty, Maria, Eteläpelto, Anneli
• Format: Journal Article
• Language: English
• Published: Elsevier Ltd 01-07-2017
• Subjects: Content and Language Integrated Learning; Finnish education; Identity agency; Pedagogical identity; Relational identity; Teacher identity; Pedagogical identity; Identity agency; Finnish education; Relational identity; Content and Language Integrated Learning; Teacher identity
• ISSN: 0742-051X; 1879-2480
• DOI: 10.1016/j.tate.2017.03.008

This study explores the professional identity of Content and Language Integrated Learning (CLIL) teachers in Finnish primary education. It aims at explaining how CLIL teachers negotiate their pedagogical and relational identity, and how identity agency is exercised in negotiating a more encompassing professional identity. Thematic analysis of thirteen interviews outlines the bi-directional process of identity negotiation between personal and professional resources, and social contexts at work. The results highlight a connection between professional identity and agency, and suggest that identity negotiation is a process of working and sharing with others, but also individually.
•Exploring in-service CLIL teachers' pedagogical and relational identity.•Examining identity agency in CLIL teacher's professional identity negotiation.•Importance of personal and professional resources for identity agency.•The mediating role of foreign language in CLIL teachers' pedagogical identity.•Importance of relational identity for pedagogical identity.