Becoming English Teachers in Thailand: Student Teacher Identity Development during Teaching Practicum

Autor/in	Prabjandee, Denchai
Titel	Becoming English Teachers in Thailand: Student Teacher Identity Development during Teaching Practicum
Quelle	In: Issues in Educational Research, 29 (2019) 4, S.1277-1294 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1837-6290
Schlagwörter	Foreign Countries; English Teachers; Practicums; Student Teacher Attitudes; Student Teachers; Professional Identity; Emotional Response; Preservice Teacher Education; Elementary School Teachers; Secondary School Teachers; Majors (Students); Personal Narratives; Student Development; Social Support Groups; Mentors; Thailand + Suchen Sie Ihr Suchwort? Ausland; English language lessons; Teacher; Teachers; Englischunterricht; Lehrer; Lehrerin; Lehrende; Practicum; Praktikum; Praktika; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Emotionales Verhalten; Lehramtsstudiengang; Lehrerausbildung; Elementary school; Grundschule; Volksschule; Erlebniserzählung; Social support; Soziale Unterstützung
Abstract	Learning to teach during a teaching practicum has often been described as a challenging experience for student teachers; however, little is known how they overcome the challenges. Using teacher identity as an analytic lens, I investigated how two English-major student teachers in a one-year teaching practicum in Thailand constructed teacher identity. The data were obtained from interviews and shadowing observations. Thematic analysis revealed that teacher identity was developed earlier in biographies. The teaching practicum contributed to teacher identity development in three ways: (1) emotional responses to the practicum shaped identity, (2) practice shaped identity, and (3) symbolic entity as a reminder of being a teacher shaped identity. Additionally, the student teachers overcome challenges through psychological and technical supports from within and outside the schools. The findings suggest that teacher education should give careful attention to the teaching practicum as it contributes to the development of student teacher identity. (As Provided).
Anmerkungen	Western Australian Institute for Educational Research Inc. 5/202 Coode Street, Como, Western Australia 6152, Australia. e-mail: editor@iier.org.au; Web site: http://www.waier.org.au
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01