Theorising ROSETE becoming as a process of identification with the

The discourse of Chun Zhen, Liling and Nuan, analysed in Section 6.2,suggests their experience resonated with Wenger’s (1998) modes of identification with and belonging to a community of practice, namely engagement, imagination and alignment. Interrogation of discourse of all 15 research participants provided further evidence of engagement, imagination and alignment in the experience of ROSETE participants (Appendix 11). Firstly, their use of language revealed their engagement as the negotiation of meaning associated with planning and classroom teaching, supported by interactions with others and focused professional learning. Data in Appendix 11 suggest that participants engaged in local teaching practices by: observing other teachers’ practice (Shuhua R6, Tu Liang R6, Ya Fu R6); having others observe and give feedback and advice on their practice (Annchi R1, Bai Jiao R1, Liling, Mei Mei R3, Nuan, Quiyi R5); collaborative teaching (Chun Zhen); review of

Chapter 6: The Process Of Becoming

168 materials (Ju Lei R3); and professional learning through the Department’s methodology program (Dequan, Fen Bao R2). This evidence suggests that the professional learning network which supported and facilitated their engagement may be construed as a community of practice, focused on participants’ learning how to teach, and within which they negotiated meaning and expanded their understanding of the practices of local teachers. The nature of this ROSETE community of practice is analysed further in the next chapter.

Secondly, participants’ exploration of images of themselves through reflections on their past experiences of education, professional learning through ROSETE, and future development as teachers, provided evidence of their experience of imagination. Data in Appendix 11 revealed evidence of participants’ reflection on: the relationship between their teaching and student learning (Annchi, Chun Zhen, Fen Bao); the links between teaching and research (Bai Jiao, Ju Lei); their self-image and the effectiveness of their teaching (Dequan, Nuan, Quiyi R5, Mei Mei R3, Shuhua, Tu Liang); their professional learning (Guang, Liling); and past understandings of schools and language teaching and learning, in relation to their Australian experience (He Ling R3, Ya Fu). Exploration of past, present and future images of self, teaching and learning interacted with professional learning and practice to enhance participants’ understanding of and identification with their new educational context.

Thirdly, participants’ explicit references to their adoption and achievement of specific classroom practices provided evidence of their alignment of their practices to those of local teachers. Data in Appendix 11 reveal evidence of aspects of practice, including: language teaching activities (Annchi); student-centred teaching practices (Chun Zhen); syllabus use (Dequan); planning for teaching and learning (Fen Bao, Ju Lei, Liling, Quiyi, Shuhua, Tu Liang, Ya Fu); use of praise and encouragement (Guang); intercultural language teaching and learning (Nuan).

Considering ROSETE participants’ experience through the lens of Wenger’s (1998) modes of belonging, underscored the purpose and context of their developing skills in planning and classroom practice, engagement in a professional learning network, increasing confidence and agency. Framing the data using Wenger’s (1998) concepts

Chapter 6: The Process Of Becoming

169 deepens our understanding of the interrelationships between these elements in the ROSETE experience. As expressions of expanding repertoires of teaching skills and practices, participants’ accounts were reflective of Varghese et al.’s (2005) notion of teacher identity in practice. Furthermore, evidence of ROSETE participants’ teacher identity in discourse and practice, and the role of agency in their experience, reflect elements of Trent’s (2013) integrated framework of teacher identity. Additionally, evidence of participants’ experiences of belonging to the community of local teachers and the interactions between internal and external I-positions highlighted the dynamic, social dimension of a dialogical experience of teacher identity construction explored by Annese and Traetta (2017).

6.4 Conclusion

Analysis of data in this chapter suggests that ROSETE participants’ teacher identity construction in practice, realised through interrelated processes of developing skills in planning and classroom practice, increasing confidence, engaging in a professional learning network, and agency, reflected their experience of identification with the local community of teachers. The next chapter builds on data analysis presented in this chapter, through examination of the factors that enabled and constrained teacher identity in the experience of ROSETE participants. This includes examination of the nature and influence of the ROSETE community of practice and participants’ mobilisation of their personal-cultural histories in their construction and enactment of teacher identity.

170

Chapter 7: Personal-Cultural Histories and Community:

Sources of Enablement and Constraint in Becoming

7.0 Introduction

This chapter presents further investigation of the ROSETE experience to identify factors which enabled and constrained participants’ teacher identity.The last chapter presented evidence from participants’ discourse suggesting that developing skills in planning and classroom practice, engaging in a professional learning network, increasing confidence and agency were interconnecting elements of ROSETE participants’ teacher identity construction or becoming. Further interrogation of the data justified theorising their teacher identity construction as a process of identification with the community of local teachers through Wenger’s (1998) modes of engagement, imagination and alignment.

In this chapter the focus of analysis is on the factors that influence ROSETE participants’ construction and enactment of a teacher identity, to answer the research question: What factors enabled and constrained ROSETE participants’ experiences of teacher identity? Consistent with the last four chapters, participants’ enactment and/or construction of a teacher identity are conceptualised as becoming.

The chapter is organised in sections. Section 7.1 provides an overview of the organisation of data analysis. Section 7.2 presents analysis of data relating to the factors which enable and/or constrain ROSETE participants’ realisation of teacher identity within their professional learning network. Section 7.3 presents analysis of data relating to factors within their personal-cultural histories which enabled and/or constrained participants’ experiences of a teacher identity. Section 7.4 provides a summary and metaphorical representation of the argument presented in this chapter. Section 7.5, the conclusion, provides a link to the following chapter.