An investigation of professional identity formations of TESOL students in a U.S. teacher education program
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This paper examines how learning-to-teach experiences contribute to the ways in whichTESOL students forge their teacher identities as ELT professionals. An enhancedunderstanding of the teacher identity formation process can offer insights into broader L2teaching practices since teacher identity provides the basis through which teachers makesense of their professional practices and instructional decisions. Theoretically, this study isgrounded in Wenger’s (1998) notion of identity formation, which foregrounds one’sself-identification as a professional through acquisition of professional membership in acommunity of practice. To examine the nexus of learning-to-teach experiences andprofessional identity formations, two rounds of semi-structured interviews were primarilyused to identify what aspects of teacher education programs as a whole are perceived to beconducive to professional identity formation. The findings suggest that most participantsvalue metalinguistic knowledge about English for their professional performance. Thestudy findings underscore the significance of L2 teacher education programs inestablishing and reconstructing professional teacher identity, which occurs along threevectors: identity-in-discourse, identity-in-practice, and the development ofdiscipline-specific professional knowledge (i.e., teacher language awareness). Drawingfrom the study findings, pedagogical implications for teacher education programs arepresented.
Abstract
This paper examines how learning-to-teach experiences contribute to the ways in whichTESOL students forge their teacher identities as ELT professionals. An enhancedunderstanding of the teacher identity formation process can offer insights into broader L2teaching practices since teacher identity provides the basis through which teachers makesense of their professional practices and instructional decisions. Theoretically, this study isgrounded in Wenger’s (1998) notion of identity formation, which foregrounds one’sself-identification as a professional through acquisition of professional membership in acommunity of practice. To examine the nexus of learning-to-teach experiences andprofessional identity formations, two rounds of semi-structured interviews were primarilyused to identify what aspects of teacher education programs as a whole are perceived to beconducive to professional identity formation. The findings suggest that most participantsvalue metalinguistic knowledge about English for their professional performance. Thestudy findings underscore the significance of L2 teacher education programs inestablishing and reconstructing professional teacher identity, which occurs along threevectors: identity-in-discourse, identity-in-practice, and the development ofdiscipline-specific professional knowledge (i.e., teacher language awareness). Drawingfrom the study findings, pedagogical implications for teacher education programs arepresented.
참고문헌 (26)
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