Emotional Development and Construction of Teacher Identity: Narrative Interactions about the Pre-service Teachers’ Practicum Experiences

Understanding TEFL teacher identity: Agency, authority, and vulnerability

“…My TEFL practices in Mainland China were underpinned by issues with authority; however, such cognitive and emotional struggles encouraged my identity growth (Teng, 2017). I attempted to seek authority as a TEFL teacher through organizing extracurricular English activities, such as English Corner, International Corner, and other means.…”

Efecto e impacto de las prácticas curriculares de los Grados de Educación Infantil y Primaria: la perspectiva de estudiantes, tutores y coordinadores

“…Habitualmente, el Prácticum se valora como un espacio formativo que permite a los estudiantes una inmersión en la vida cotidiana de las escuelas y completar las competencias adquiridas en las Facultades de Educación (Novella, Pérez y Freixa, 2009), trasladando sus experiencias formales adquiridas en la universidad en competencias prácticas (Zeichner, Payne y Brayko, 2012). Es también el contexto donde desarrollan y construyen su identidad profesional a través de las experiencias positivas y negativas que viven en la escuela (Teng, 2017) González-Garzón y Laorden (2012) señalan que los estudiantes valoran su estancia en las escuelas como una experiencia positiva que les ofrece la posibilidad de aplicar conocimientos teóricos y resolver problemas prácticos. Subrayan, además, que la percepción que muestran los estudiantes coincide con la de los tutores de universidad, quienes expresan que los estudiantes se aproximan a la realidad educativa y reflexionan en torno a esta.…”

First experiences in a school-based practicum: Pre-service teachers’ emotion and perceived benefits towards the program

“…Prior studies on school-based practicum have been conducted in various contexts, such as Vietnamese (Vo, Pang, & Lee, 2018), Turkish (Tülüce & Çeçen, 2016), Chinese (Teng, 2017;Zhang, Clarke & Lee, 2018), Austrian (Hascher & Hagenauer, 2016), and Indonesian (Sulistiyo, et. al., 2017;Kuswandono, 2017) context.…”

“…By involving different groups of participants, such as the fourth-year students (Vo, et. al., 2018;Tülüce & Çeçen, 2016;Teng, 2017;Zhang, et. al., 2018;Yangin Eksi & Gungor, 2018), novice teachers (Sulistiyo, et., al., 2017), and mentor teachers (Kuswandono, 2017), the prior studies have brought deep understanding on school-based practicum programs from different perspectives.…”

“…While other studies focused on the implementation of teaching practicum (Vo, et. al., 2018;Tülüce & Çeçen, 2016;Teng, 2017;Yangin Eksi & Gungor, 2018), explored the process of non-teaching practice, such as school observation PSTs have gone through is noteworthy. By examining the non-teaching practice, empirical studies on how non-teaching practices contribute to PSTs' professional learning can be gained and future actions can be taken.…”