Recent Research in TESOL

Spolsky, Bernard; Wilson, R. G.; Bauer, Evelyn; Hanson, Eddie; Meyer, D. I.; Michael, Lois

doi:10.2307/3586047

Cited by 1 publication

(2 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Past studies note that teacher identity focused on preservice teacher in practicum (Addiego, 2013;Chong et al 2009;Conroy, 2012;Dang, 2013;;Garza-Reyna, 2011;He, P. & Lin, A, 2013;Kanno& Stuart, 2011;Nagamine, 2012;Nguyen, 2013), preservice teacher in a remedial project (Chien, 2016), graduate students in teacher education (Hung, 2008), undergraduate students in teacher education (Atkinson 2004;Friesen M. & Besley S., 2013;Lim, 2011;Lin et al, 2012;Chong, Low & Goh, 2011;Sutherland et al, 2005), new teachers at the boundary (Beauchamp C.&Thomas L., 2011); new teachers in their beginning practices (1-3 years) (Ruohotie-Lyhty, 2013;Xu, 2012Xu, , 2013Flores and Day, 2006) and formal teacher (Lasky S., 2005;Beijaard D.,Verloop N. & Vermunt J., 2000;Søreide, 2006). In this study, the researcher intended to know how teacher identity is formed among tenpre-service teachers in their practicums, particular in the EFL profession, into order to fulfill the gap in the past literature.…”

Section: Teacher Identitymentioning

confidence: 99%

“…The tensions of the conflicting discourses impacted on Lynn's professional identity formation. Xu (2012) studied the transformation of novice ESL teachers' identities and concluded that novice teachers' initial cue-/exemplar-based imagined identities were transformed into rule-/schema-based ones influenced by the institutional contexts. Lim (2011) showed that factors such as career efficacy, English teacher role conception, and self-confidence altogether formed EFL student teacher identity.…”

Section: Studies In Language Teachers' Identity In Esl or Efl Contextsmentioning

confidence: 99%

See 1 more Smart Citation

Legitimate Peripheral Participation and Teacher Identity Formation Among Preservice Teachers in TESOL Practicums

Hsiao¹

2018

JCT

View full text Add to dashboard Cite

Teacher identity has been an important issue in teacher education because teacher identity influences teachers’professional development. However, little has been explored in preservice teachers’ identity formation within theEFL context of language teaching. In this study, the early influence on EFL student teachers’ identity formation inpracticums was studied from the perspective of legitimate peripheral participation (Lave & Wenger, 1991). Tenparticipants enrolled in the practicum courses of the four educational institutions, organized by the Englishdepartment of a national university in northern Taiwan. The frameworks of the practicums at each school wereanalyzed and the results for each case study revealed contextual factors that support and weaken teachers’professional identities. Three features were identified in the student teachers’ identity formation: (1) a hybrid spacebetween formal teachers and student teachers, (2) adhering to the institutions’ demands-progressing from theperiphery to the center, and (3) struggling teacher identity. Based on the findings, relevant pedagogical implicationsare discussed to help L2 preservice teachers achieve success in practicums.

show abstract