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The emerging identity of preservice teachers during the practicum component of second language teacher education

The emerging identity of preservice teachers during the practicum component of second language teacher education
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 participants’ professional identity.A group of ten Mexican PSTs in the eighth semester of their nine semester SLTE programme were research participants. This qualitative interpretative case study employed written reflections, asynchronous discussion forum transcripts, critical incidents, individual face to face interviews and a focus group session as methods of data collection. Data is analysed through sociocultural theory, positioning theory and interpretive discourse analysis employing Fairclough's (2003) discourse analysis model.Results revealed that multiple factors affected PSTs’ identity. These include participants’ past world experiences, practicum experiences and connections with colleagues and learners within communities of practice, knowledge of subject matter, teaching pedagogy, classroom management, and dealing with challenges in resource poor environments.The findings of this study contribute to the formulation of global knowledge and theory about language teachers’ learning which may benefit policy, theory and practice in the field of initial teacher education.
University of Southampton
Diaz De La Garza, Ana, Maria Elisa
9e4fa761-707f-4f8d-93ae-5aa7e40266ff
Diaz De La Garza, Ana, Maria Elisa
9e4fa761-707f-4f8d-93ae-5aa7e40266ff
Zotzmann, Karin
83cb3ab3-c9cd-43c5-946e-cc48462ac234
Stevenson, Patrick
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Diaz De La Garza, Ana, Maria Elisa (2017) The emerging identity of preservice teachers during the practicum component of second language teacher education. University of Southampton, Doctoral Thesis, 503pp.

Record type: Thesis (Doctoral)

Abstract

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 participants’ professional identity.A group of ten Mexican PSTs in the eighth semester of their nine semester SLTE programme were research participants. This qualitative interpretative case study employed written reflections, asynchronous discussion forum transcripts, critical incidents, individual face to face interviews and a focus group session as methods of data collection. Data is analysed through sociocultural theory, positioning theory and interpretive discourse analysis employing Fairclough's (2003) discourse analysis model.Results revealed that multiple factors affected PSTs’ identity. These include participants’ past world experiences, practicum experiences and connections with colleagues and learners within communities of practice, knowledge of subject matter, teaching pedagogy, classroom management, and dealing with challenges in resource poor environments.The findings of this study contribute to the formulation of global knowledge and theory about language teachers’ learning which may benefit policy, theory and practice in the field of initial teacher education.

Text
THE EMERGING IDENTITY OF PRESERVICE TEACHERS DURING THE PRACTICUM COMPONENT OF SECOND LANGUAGE TEACHER EDUCATION - Version of Record
Available under License University of Southampton Thesis Licence.
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Published date: May 2017
Organisations: University of Southampton, Modern Languages and Linguistics

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Local EPrints ID: 411892
URI: http://eprints.soton.ac.uk/id/eprint/411892
PURE UUID: bb81d996-6de1-4521-8e2f-48ddade75299

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Date deposited: 28 Jun 2017 16:31
Last modified: 14 Mar 2019 05:50

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