EFL pre-service teacher's? identity construction : a retrospective look from practicum experiences
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Archivos
Fecha
2019
Profesor/a Guía
Facultad/escuela
Idioma
en
Título de la revista
ISSN de la revista
Título del volumen
Editor
Universidad Andrés Bello
Nombre de Curso
Licencia CC
Licencia CC
Resumen
It is a known fact that identity is not a static concept, rather it is something that
constantly changes and evolves. For educators, it is influenced by positive and negative
emotions and previous learning experiences. These elements are crucial during the
practicum period, which is considered a base for teacher identity construction. Hence,
the present study focuses in pre-service teachers’ identity construction and shaping. The
present study attempted to explore how EFL pre-service teachers’ identity is shaped
through practicum experiences, with a focus on the emotional aspect. Data were
collected from four participants who are last year students at the English Teaching
Program at a private University in Chile; three women and a man. All participants went
through four practicums and passed all the Integración Laboral courses, as it is required
by the program. While on their practicums, they experienced different realities, which
were documented in pre-existing journals (an assignment for the course), individual
interviews and a final reflective question. Findings revealed that there are two key
elements that influence the teacher identity shaping: sense of belonging and role
switching.
Notas
Tesis (Profesor de Inglés para la Enseñanza Básica y Media y al grado académico de Licenciado en Educación)
Palabras clave
Práctica Profesional, Inglés, Investigaciones