Self as Teacher: Preliminary Role Identification of the Potential Teaching Candidate

Groß, Lisa; Fitts, Shanan; Goodson-Espy, Tracy; Clark, Ann

doi:10.14221/ajte.2010v35n2.1

Cited by 7 publications

(2 citation statements)

References 24 publications

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“…Researchers' definitions of the term 'professional identity' vary to a great extent. It has been investigated in terms of different constructs such as perceptions of self (Gross et al 2010), teachers' preparedness and efficacy (Faez & Valeo, 2012), and pre-service teachers' tensions in changing their roles to teachers (Pillen et al 2013). Although there are differences in how researchers define professional identity, they usually do agree that identity is dynamic (Beltman et al, 2015;Dikilitas & Yayli, 2018;Harun, 2019;Olsen, 2011).…”

Section: Professional Identitymentioning

confidence: 99%

A Case Study on The Role of Sociocultural Factors In ESL Pre-Service Teachers’ Beliefs And Practice

Yunus

2022

JEELS

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Pre-service teachers are often involved in the continuous construction and reconstruction of their identities that are shaped by various internal and external factors. This study explores sociocultural factors that influence pre-service teachers' beliefs about teaching and learning namely 1) previous schooling experience, 2) teacher education, and 3) curriculum specifications. Participants of the study were three pre-service teachers studying at a local university in Malaysia. Data were collected through face-to-face interviews conducted after their teaching practicum at local government schools. Findings from this study indicate that the three sociocultural factors have a varying degree of influence towards the pre-service teachers’ pedagogical beliefs and practice. Previous schooling experience and teacher education programme have the most influence on all the pre-service teachers' beliefs and practice while curriculum specifications have the least impact. It is also evident from this study that the formation of teachers' beliefs is complex as sociocultural factors such as ethnicity, gender, school and home are always interactional. The findings provide implications for ESL teacher educators in considering pre-service teachers' beliefs in teacher education programmes as these may significantly impact their pedagogical practices.

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Section: Professional Identitymentioning

confidence: 99%

A Case Study on The Role of Sociocultural Factors In ESL Pre-Service Teachers’ Beliefs And Practice

Yunus

2022

JEELS

View full text Add to dashboard Cite

show abstract

Section: Professional Identitymentioning

confidence: 99%

A Case Study on The Role of Sociocultural Factors In ESL Pre-Service Teachers’ Beliefs And Practice

Yunus

2022

JEELS

View full text Add to dashboard Cite

Pre-service teachers are often involved in the continuous construction and reconstruction of their identities that are shaped by various internal and external factors. This study explores sociocultural factors that influence pre-service teachers' beliefs about teaching and learning namely 1) previous schooling experience, 2) teacher education, and 3) curriculum specifications. Participants of the study were three pre-service teachers studying at a local university in Malaysia. Data were collected through face-to-face interviews conducted after their teaching practicum at local government schools. Findings from this study indicate that the three sociocultural factors have a varying degree of influence towards the pre-service teachersâ€™ pedagogical beliefs and practice. Previous schooling experience and teacher education programme have the most influence on all the pre-service teachers' beliefs and practice while curriculum specifications have the least impact. It is also evident from this study that the formation of teachers' beliefs is complex as sociocultural factors such as ethnicity, gender, school and home are always interactional. The findings provide implications for ESL teacher educators in considering pre-service teachers' beliefs in teacher education programmes as these may significantly impact their pedagogical practices.

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Self-Efficacy Practices That Impact Effective Reading Instruction for Young Learners

Minicozzi

Dardzinski

2020

Teaching Literacy in the Twenty-First Century Classroom

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Self as Teacher: Preliminary Role Identification of the Potential Teaching Candidate

Cited by 7 publications

References 24 publications

A Case Study on The Role of Sociocultural Factors In ESL Pre-Service Teachers’ Beliefs And Practice

A Case Study on The Role of Sociocultural Factors In ESL Pre-Service Teachers’ Beliefs And Practice

A Case Study on The Role of Sociocultural Factors In ESL Pre-Service Teachers’ Beliefs And Practice

Self-Efficacy Practices That Impact Effective Reading Instruction for Young Learners

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