Unpacking identity construction and negotiation: A case study of Chinese undergraduate students’ social and academic experiences while studying abroad

Cai, Y.; Fang, Fan; Sun, Honghong; Jiang, Lianjiang

doi:10.1016/j.system.2022.102896

Cited by 8 publications

(1 citation statement)

References 28 publications

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“…Teacher identity is also considered a construct in the field of teacher formation programs nowadays due to the relevance this educational process has in shaping pre-service teachers' identity. Different factors have been addressed in the topic, such as emotions and dilemmas pre-service teachers face in their practicums (Deng et al, 2018), development of their reflection (Antonek et al, 2011), learner construction of identity and identity negotiation through intercultural conflicts (Cai et al, 2022), and self-image, learning environment and practicum experiences (Salinas & Ayala, 2018). Preservice teacher experience, from the beginning of the teacher formation process, changes as they assume more responsibilities and positions as actual teachers during the study program (Beauchamp & Thomas, 2009;Coldron & Smith, 1999).…”

Section: Introductionmentioning

confidence: 99%

Pre-Service EFL Teachers’ Identity Formation: A Longitudinal Study through E-Portfolio

Salinas,

Pizarro

2023

JRSPELT

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Pre-service teacher identity has gained relevance in teacher formation programs. The purpose of the study focuses on the exploration of EFL pre-service teacher identity formation during the transition to becoming EFL teachers in a four-year teacher-training program. A mixed methodological approach was used collecting data from the students' reflective self-assessments uploaded in their e-portfolio for four years and a survey at the end of the program. Grounded theory was used to analyze the qualitative data and a statistical descriptive approach for quantitative data. Results show four stages along this identity process: support, discourage, adaptation, and selfreflection mixed with emotions.

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