Negotiating Contradictions in Developing Teacher Identity during the EAL Practicum in Australia

Autor/in	Nguyen, Minh Hue
Titel	Negotiating Contradictions in Developing Teacher Identity during the EAL Practicum in Australia
Quelle	In: Asia-Pacific Journal of Teacher Education, 45 (2017) 4, S.399-415 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Nguyen, Minh Hue)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1359-866X
DOI	10.1080/1359866X.2017.1295132
Schlagwörter	Professional Identity; Language Teachers; English for Academic Purposes; Second Language Learning; Second Language Instruction; Interviews; Native Speakers; Practicums; Preservice Teachers; Student Attitudes; Foreign Countries; Secondary School Teachers; Mentors; Teaching Methods; Power Structure; Coding; Lesson Plans; Sociocultural Patterns; Case Studies; Qualitative Research; Content Analysis; Australia + Suchen Sie Ihr Suchwort? Language teacher; Sprachunterricht; Zweitsprachenerwerb; Fremdsprachenunterricht; Interviewing; Interviewtechnik; Muttersprachler; Practicum; Praktikum; Praktika; Schülerverhalten; Ausland; Teaching method; Lehrmethode; Unterrichtsmethode; Codierung; Programmierung; Lesson planning; Unterrichtsplanung; Soziokulturelle Theorie; Case study; Fallstudie; Case Study; Qualitative Forschung; Inhaltsanalyse; Australien
Abstract	This paper reports on how Maria (pseudonym), a non-native English speaker (NNES) and preservice teacher (PST) of English as an additional language (EAL), developed her professional identity during the practicum in an Australian secondary school. Drawing on activity theory, the study identified contradictions in Maria's practicum activity and examined how Maria's professional identity developed through her negotiation of the contradictions. Data included interviews with Maria before, during and after the practicum, her reflections, an interview with her school mentor (Ms Davies, pseudonym), and relevant documents. The findings reveal that Maria experienced contradictions between her multiple identities of NNES, student, becoming teacher, and classroom teacher, between her mentor's teaching approach and that of her own, and between her practice and rules. The findings provide implications for researching teacher identity and supporting preservice EAL teachers in developing productive teacher identities during the practicum. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01