Culture and Teacher Professional Identity: an exploration of identity construction among Native English Speaking Teachers in Brunei Darussalam.

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Busko, James (2017) Culture and Teacher Professional Identity: an exploration of identity construction among Native English Speaking Teachers in Brunei Darussalam. [Dissertation (University of Nottingham only)]

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Abstract

Native English Speaking Teachers (NESTs) play a significant role within the

education system in Brunei Darussalam (BDS), yet to date there appears to be no research

until now which examines this body of teachers. By employing a sociological view to

identity construction, this paper considers perceptions of culture and their relevance to

teacher identity. Drawing on a nation-wide network of teachers, 80 NESTs in government

schools in Brunei reflected upon culture, as they considered their own teacher identities.

A comprehensive survey determined that culture plays important roles in terms of

creating and maintaining identity among these NESTs in BDS. A strong sense of cultural

identity for the majority of NESTs in this study plays dual roles. Firstly, it functions as the

medium through which they interpret features of Bruneian culture. Secondly, it acts as a

barrier, which prevents them from viewing Bruneian culture as a vehicle to gain a greater

understanding of themselves, as well as improve their classroom pedagogy.

Item Type: Dissertation (University of Nottingham only)
Depositing User: Gigg, Diane
Date Deposited: 08 Nov 2017 15:34
Last Modified: 11 Nov 2017 05:10
URI: https://eprints.nottingham.ac.uk/id/eprint/47992

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