Learning to Become an English Language Teacher: Navigating the Self through Peer Practicum

Autor/inn/en	Comoglu, Irem; Dikilitas, Kenan
Titel	Learning to Become an English Language Teacher: Navigating the Self through Peer Practicum
Quelle	In: Australian Journal of Teacher Education, 45 (2020) 8, S.23-40, Artikel 2 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1835-517X
Schlagwörter	Peer Teaching; Practicums; Teacher Education Programs; Preservice Teachers; Mentors; Professional Identity; Second Language Learning; Second Language Instruction; English (Second Language); Language Teachers; Teaching Methods; Foreign Countries; Dialogs (Language); Sociocultural Patterns; Turkey + Suchen Sie Ihr Suchwort? Peer group teaching; Peer Group Teaching; Practicum; Praktikum; Praktika; Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Language teacher; Sprachunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland; Dialog; Dialogs; Dialogue; Dialogues; Soziokulturelle Theorie; Türkei
Abstract	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. (As Provided).
Anmerkungen	Edith Cowan University. Bradford Street, Mount Lawley, West Australia 6050, Australia. Web site: http://ro.ecu.edu.au/ajte/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01