Shifting Relations: EFL Pre-service Teachers’ Sense of Self as a Network of Relationships

Mercer, Sarah

doi:10.1007/978-3-319-51789-6_4

Cited by 5 publications

(6 citation statements)

References 29 publications

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“…The pre-service teachers were given the opportunity to co-construct educational and pedagogical meanings through peer talk related to shared experiences and critical incidents in class rather than decontextualized externally imposed general suggestions (Korthagen (2010). Besides, they were given chances to have more time to interpret past experiences as a learner in the present construction of self as a teacher, as proposed by Mercer (2017).…”

Section: Discussionmentioning

confidence: 99%

Learning To Become An English Language Teacher: Navigating The Self Through Peer Practicum

Çomoğlu¹,

Dikilitaş²

2020

AJTE

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Pre-service English language teachers' school practicum is key to their learning to become a teacher. However, a number of challenges are observed in its implementation. This paper addresses this issue by investigating how engaging in practicum as peers can function as mentoring support and how this process can influence their selves. A cohort of 16 senior pre-service English teachers was invited to participate in the study from a state university in the west of Turkey. We collected qualitative data through dialogic verbal records and post-practicum interviews. The data were analyzed through thematic analysis. The results show that pre-service teachers provided for each other different forms of sustained psychosocial support in discovering knowledge about teaching and developing a sense of self as a teacher through dialogic interaction with peers. The paper discusses the implications of peer practicum for reconstructing practicum models already in practice in the research context and beyond.

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Section: Discussionmentioning

confidence: 99%

Learning To Become An English Language Teacher: Navigating The Self Through Peer Practicum

Çomoğlu¹,

Dikilitaş²

2020

AJTE

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“…Before I move on to look at these two systems in more detail, I need to outline briefly a particular approach to working with CDSs that I have found useful and which has led me to consider in more detail a relational view of language learning and teaching (Mercer 2014a(Mercer , 2017. Networks have been proposed as one way of making complexity more manageable for research purposes while retaining the complexity and holism of a CDS (Mercer 2014b).…”

Section: A Relational Perspectivementioning

confidence: 99%

“…In other words, we can form relationships to places, ideas, concepts, artefacts etc. (see Mercer 2014aMercer , 2017, but the relationships may differ in terms of reciprocity as noted by differences in prepositions describing relationships WITH people and relationships TO non-social objects or concepts. Fundamentally, Burkitt (2014) argues that as socially situated beings, there is no non-personal way we humans can engage with the world, and it is impossible not to be in a relation to something.…”

Section: A Relational Perspectivementioning

confidence: 99%

“…It is one which seeks to retain a more holistic view of the individual's psychology linking various cognitive, affective and motivational dimensions; it attempts to connect mind, body as well as social contexts; it incorporates the ongoing temporality of human experience in which we narrate our lives across our pasts, presents and futures (Irie & Ryan 2014); it is inherently dynamic as we relate actively with the possibility to change how we relate and form new relationships; and it reflects human agency in showing how we can, to varying degrees, actively construct relationships and thereby potentially alter how we choose to relate to various aspects of our lives. Conceptually, I have also found it very accessible and easy for teachers and learners to engage with, and it is a useful way of making our complex psychologies more readily comprehensible for those who wish to work with a consideration of psychology in mind (Mercer 2017).…”

Section: Zooming In On the Teacher As An Individualmentioning

confidence: 99%

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Psychology for language learning: Spare a thought for the teacher

Mercer¹

2018

Lang. Teach.

Self Cite

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There is a wide body of research that shows how vitally important teachers are to successful learning processes. What they do, think, feel and believe are central to what happens in their classrooms, and, essentially, what happens to their learners. It is perhaps, therefore, surprising that the field of language learning psychology has focused so predominantly on the psychology of learners with so little attention devoted to teachers in comparison. In this talk, I argue it is time that we take a much closer look at language teachers’ psychology to the same degree of complexity and diversity as learner psychology has been examined. I begin by outlining the importance of teacher psychology, the links between teacher and learner psychology as well as the particular challenges facing language teachers. In the second part of the talk, I reflect on how a relational perspective can help us to appreciate the centrality of teacher psychology as well as how teacher psychology can be conceptualised through such a theoretical lens.

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“…In addition, GTAs' identities are also examined by some scholars through the perspectives of portfolio [1] and autobiographical reflections [8]. However, again, these researches are more focused on languages such as English (e.g., Mercer [10]; Wolff and De Costa [15]; Wong [16]), Spanish (e.g., Thompson and Fioramonte [12]; Kayi-Aydar [6]) and Chinese (e.g., Gao & Shum [4]). Research on Japanese language GTAs' identities could barely be found.…”

Section: Introductionmentioning

confidence: 99%

A Novice Japanese Teacher’s Identity Construction in Online Teaching Under COVID-19: Beliefs and Perceptions

Chen¹

2021

TECS

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The present study is mainly focused on a novice Japanese language teacher's identity through online language teaching under the pandemic of COVID-19. Due to the high risks of public health in the U.S. society, all her Japanese classes have been migrated from in-person to live-online since March 2020. In an attempt to fill the research gap in terms of types of data and target languages, this qualitative research study presents the experiences of a female native speaker of Japanese as a novice teacher at a public university located in the U.S. Viewing identity as an entity rather than separated notions, the author conducts both interviews and class observations to explore the participant's teaching beliefs and perceptions of online language teaching, as well as her identity construction and transition through this unusual period of time. The data collected from the interviews and class observations reveal three themes that are 1) the participant's teaching beliefs on authenticity and communication in terms of language teaching, 2) her perceptions of pros and cons of teaching Japanese live-online, and 3) various strategies that she applies to successfully construct her professional identities and transit her identities between personal and professional. Additionally, a discussion about how the novice Japanese language teacher adjusts herself during the special time of the pandemic concludes the article.

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Shifting Relations: EFL Pre-service Teachers’ Sense of Self as a Network of Relationships

Cited by 5 publications

References 29 publications

Learning To Become An English Language Teacher: Navigating The Self Through Peer Practicum

Learning To Become An English Language Teacher: Navigating The Self Through Peer Practicum

Psychology for language learning: Spare a thought for the teacher

A Novice Japanese Teacher’s Identity Construction in Online Teaching Under COVID-19: Beliefs and Perceptions

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