“It Feels Like a Performance When I Teach Online”: Autoethnography of Tensions in Teacher Identity

Daron Benjamin Loo (2023) “It Feels Like a Performance When I Teach Online”: Autoethnography of Tensions in Teacher Identity. Profile: Issues in Teachers' Professional Development, 25 (2). pp. 15-28. ISSN 1657-0790

	Text ABSTRACT.pdf Download (42kB)
	Text FULL TEXT.pdf Restricted to Registered users only Download (237kB)

Abstract

This autoethnographic study examined the tensions affecting the identity of a teacher in charge of an online English academic writing module during the COVID-19 pandemic. Reflections written over one academic year were examined using performativity as an analytical lens. The analysis identified three types of tensions: performing for proximity, performing to meet the institution’s and student’s expectations, and continuously changing performances. These tensions highlight the teacher’s performativity when using technology, which ultimately configured his teacher identity. From these tensions, the paradox of technology may be observed. Specifically, tools supposedly productive for an online class may not necessarily be well received by students and may burden the teacher.

Item Type:	Article
Keyword:	Autoethnography, COVID-19, English language teaching, Performativity, Teacher identity, Teaching online
Subjects:	P Language and Literature > PE English language > PE1-3729 English > PE1001-1693 Modern English R Medicine > RA Public aspects of medicine > RA1-1270 Public aspects of medicine > RA421-790.95 Public health. Hygiene. Preventive medicine > RA643-645 Disease (Communicable and noninfectious) and public health
Department:	CENTRE > Centre for the Promotion of Knowledge and Language Learning
Depositing User:	SITI AZIZAH BINTI IDRIS -
Date Deposited:	30 Oct 2023 16:26
Last Modified:	30 Oct 2023 16:26
URI:	https://eprints.ums.edu.my/id/eprint/37535

Actions (login required)

View Item