본문 바로가기
KERD
논문KCI 등재

English Pre-service Teachers’ Identity and the Negotiation of the Self

2

조회

0

다운로드

2

인용

0

참고문헌

초록

There is and continues to be growing research in language teacher identity; however, relatively limited empirical evidence exists on the development of pre-service teacher identity in the teachers experiences in teacher education programs. Taking on a qualitative case study approach, the current study explores a small group of pre-service ESL teachers in a 12-month TESOL Master’s Education program in a U.S. university in the mid-west. Data include document analysis, semi-structured interviews, and class observations. By focusing on the contested, discursive and positionality of identity formation, the current study conceives identity formation as an essential feature in teacher development and practice. Results of the study suggest that through their experiences in the teacher education courses, pre-service teachers (PTs) negotiate their identities as 1) they situate the self as an ESL teacher by means of interactions online and in person in class activities, tasks, and class discussions; 2) they interact with other educators and PTs; 3) they negotiate their teacher identities as the program instructors and other PTs make use of their experiences in the local schools as important resources in the community of teacher learners. The implications of the results show that teacher education programs for language teachers need to incorporate identity as a specific interest in teacher practices.

Abstract

There is and continues to be growing research in language teacher identity; however, relatively limited empirical evidence exists on the development of pre-service teacher identity in the teachers experiences in teacher education programs. Taking on a qualitative case study approach, the current study explores a small group of pre-service ESL teachers in a 12-month TESOL Master’s Education program in a U.S. university in the mid-west. Data include document analysis, semi-structured interviews, and class observations. By focusing on the contested, discursive and positionality of identity formation, the current study conceives identity formation as an essential feature in teacher development and practice. Results of the study suggest that through their experiences in the teacher education courses, pre-service teachers (PTs) negotiate their identities as 1) they situate the self as an ESL teacher by means of interactions online and in person in class activities, tasks, and class discussions; 2) they interact with other educators and PTs; 3) they negotiate their teacher identities as the program instructors and other PTs make use of their experiences in the local schools as important resources in the community of teacher learners. The implications of the results show that teacher education programs for language teachers need to incorporate identity as a specific interest in teacher practices.

참고문헌 (41)

  1. Alsup, J., "Teacher identity discourses: Negotiating personal and professional spaces" (2006), Lawrence Erlbaum
  2. Baker, C., "Qualitative research: Theory, method, and practice", pp.162~176 (2004), Sage
  3. Bukor, E., "Exploring teacher identity from a holistic perspective : Reconstructing and reconnecting personal and professional selves", Teachers and Teaching : Theory and Practice, 21(3), pp.305~327 (2014)
  4. Cline, Z., "Specially designed academic instruction of English (SDAIE): More than just good instruction", Multicultural Perspectives, 5(1), pp.18~24 (2014)
  5. Cochran-Smith, M., "The future of teacher education : Framing the questions that matter", Teaching Education, 11(1), pp.13~24 (2000)
  6. Compernolle, R., "Sociocultural theory and second language pedagogy", Language Teaching Research, 17(3), pp.277~281 (2013)
  7. Corbin, J., "Basics of qualitative research:Techniques and procedures for developing grounded theory" (2014), Sage
  8. Cowie, N., "Emotions that experienced English as a Foreign Language (EFL) teachers feel about their students, their colleagues and their work", Teaching and Teacher Education, 27(1), pp.235~242 (2011)
  9. Davies, B., "Classroom competencies and marginal positionings", British Journal of Sociology of Education, 15(3), pp.389~408 (1994)
  10. Ericsson, K., "Protocol analysis:Verbal reports as data" (1993), MIT Press
  11. Eyers, G., "Preservice teachers’ assessment learning:Change, development and growth", doctoral, pp.2014
  12. Farrell, T., "Exploring the professional role identities of experienced ESL teachers through reflective practice", System, 39(1), pp.54~62 (2011)
  13. Fraser, C., "Teachers’ continuing professional development : Contested concepts, understandings and models", Journal of In-Service Education, 33(2), pp.153~169 (2007)
  14. Friesen, M., "Teacher identity development in the first year of teacher education : A developmental and social psychological perspective", Teaching and Teacher Education, 36, pp.23~32 (2013)
  15. Goldenberg, C., "Teaching English language learners : What the research does – and does not – say", American Educator, 33(2), pp.8~44 (2008)
  16. Kayi-Aydar, H., "Multiple identities, negotiations, and agency across time and space : A narrative inquiry of a foreign language teacher candidate", Critical Inquiry in Language Studies, 12(2), pp.137~160 (2015)
  17. 김현진, "초등예비교사의 영어 수업 실연 성찰에 대한 분석 연구", 현대영어교육, 20(1), pp.1~13 (2019), 현대영어교육학회[DOI]
  18. Kubanyiova, M., "Re‐envisioning the roles, tasks, and contributions of language teachers in the multilingual era of language education research and practice", The Modern Language Journal, 100(1), pp.117~132 (2016)
  19. Lamote, C., "The development of student teachers’ professional identity", European Journal of Teacher Education, 33(1), pp.3~18 (2010)
  20. Lasky, S., "A sociocultural approach to understanding teacher identity, agency and professional vulnerability in a context of secondary school reform", Teaching and Teacher Education, 21, pp.899~916 (2005)
  21. Lave, J., "Situated learning: Legitimate peripheral participation" (1991), Cambridge University Press
  22. Linehan, C., "Positioning in practice : Understanding participation in the social world", Journal for the Theory of Social Behavior, 30, pp.435~453 (2000)
  23. Liu, Y., "The development patterns of modern foreign language student teachers’ conceptions of self and their explanations about change : Three cases", Teacher Development, 10, pp.343~360 (2006)
  24. Lynn, M., "Preservice teacher inquiry : Creating a space to dialogue about becoming a social justice educator", Teaching and Teacher Education, 23(1), pp.94~105 (2007)
  25. Martel, J., "Learning to teach a foreign language : Identity negotiation and conceptualizations of pedagogical progress", Foreign Language Annals, 48(3), pp.394~412 (2015)
  26. Masoumpanaha, Z., "EIL, Iranian teachers’ professional identity and perception of professional competence", Procedia-Social and Behavioral Sciences, 98(6), pp.1100~1109 (2014)
  27. Peacock, M., "Pre-service ESL teachers’ beliefs about second language learning : A longitudinal study", System, 29, pp.177~195 (2001)
  28. Rajagopalan, K., "Non-native language teachers: Perceptions, challenges and contributions to the profession (vol. 5)", pp.283~304 (2005), Springer
  29. Reynolds, A., ""I don’t mind" : Affective positioning and English in higher education", Foreign Language Learning and Teaching Research, 23, pp.173~189 (2014)
  30. Sachs, J., "Teacher professional identity : Competing discourses, competing outcomes", Journal of Education Policy, 16(2), pp.149~161 (2010)
  31. Schepens, A., "Student teachers’ professional identity formation : Between being born as a teacher and becoming one", Educational Studies, 35(4), pp.361~378 (2009)
  32. Stuart, C., "Making it their own : Preservice teachers’ experiences, beliefs, and classroom practices", Journal of Teacher Education, 51(2), pp.113~121 (2000)
  33. Tsui, A., "Complexities of identity formation : A narrative inquiry of an EFL teacher", TESOL Quarterly, 41(4), pp.657~680 (2011)
  34. Veenman, S., "Perceived problems of beginning teachers", Review of Educational Research, 54(2), pp.143~178 (1984)
  35. Vosniadou, S., "Towards a revised cognitive psychology for new advances in learning and instruction", Learning and Instruction, 6(2), pp.95~110 (1996)
  36. Walkington, J., "Becoming a teacher : Encouraging development of teacher identity through reflective practice", Asia-Pacific Journal of Teacher Education, 33(1), pp.53~64 (2010)
  37. Watson, C., "Narratives of practice and the construction of identity in teaching", Teachers and Teaching : Theory and Practice, 12(5), pp.509~526 (2007)
  38. Watzke, J., "Foreign language pedagogical knowledge : Toward a developmental theory of beginning teacher practices", The Modern Language Journal, 91(1), pp.63~82 (2007)
  39. Wenger, E., "Communities of practice: Learning, meaning, and identity" (1998), Cambridge University Press
  40. Yates, R., "On reconceptualizing teacher education", TESOL Quarterly, 37(1), pp.135~147 (2003)
  41. Yin, R., "Qualitative research: From start to finish" (2015), The Guilford Press

관련 논문AI추천

이 간행물의 다른 논문 (6건)