The emerging identity of preservice teachers during the practicum component of second language teacher education
This investigation joins the increasing body of research on initial teacher education arguing that preservice teacher (PST) learning and identity construction are intertwined and are crucial to professional development. Guided by Beijaard, Meijer, & Verloop's (2004) theoretical framework for investigating teacher professional identities, the focus of this study is to examine from a socio-constructivist perspective 1) how experiences in the practicum influence early professional identity construction; 2) how personal factors influence early identity construction; and 3) how reflective practice in the practicum influences PST professional identity development. To this end, I ask preservice teacher participants to reflect upon the challenges which they face during the practicum component of their second language teacher education (SLTE) programme and how their experiences have shaped their notions of professional identity, while paying particular attention to agency within resource poor environments. Specifically, this study examines the various problems confronting PSTs which include the impact of social, institutional and personal obstacles on the construction of participantsâ professional identity. A group
Diaz De La Garza, Ana Maria Elisa
The emerging identity of preservice teachers during the practicum component of second language teacher education. This investigation joins the increasing body of research on initial teacher education arguing that preservice teacher (PST) learning and identity construction are intertwined and are crucial to professional development. Guided by Beijaard, Meijer, & Verloop's (2004) theoretical framework for investigating teacher professional identities, the focus of this study is to examine from a socio-constructivist perspective 1) how experiences in the practicum influence early professional identity construction; 2) how personal factors influence early identity construction; and 3) how reflective practice in the practicum influences PST professional identity development. To this end, I ask preservice teacher participants to reflect upon the challenges which they face during the practicum component of their second language teacher education (SLTE) programme and how their experiences have shaped their notions of professional identity, while paying particular attention to agency within resource poor environments. Specifically, this study examines the various problems confronting PSTs which include the impact of social, institutional and personal obstacles on the construction of participantsâ professional identity. A group
emerge identity teacher component second_language teacher_education investigation join increase body initial teacher_education argue teacher learn identity_construction intertwine crucial professional_development guided theoretical_framework investigate teacher professional_identity focus study examine socio constructivist perspective experience influence early professional_identity construction personal factor_influence early identity_construction reflective_practice influence professional_identity development end ask teacher participant reflect_upon challenge_face component second_language teacher_education programme experience shape notion professional_identity pay_particular_attention agency_within resource poor environment specifically study_examines various problem confront include impact social institutional personal obstacle construction participant professional_identity group