Uncovering New Paths to Adaptation: A Case Study of Malaysian English as a Second Language Pre-Service Teachers

Autor/inn/en	El Masry, Taghreed; Alzaanin, Eman I.
Titel	Uncovering New Paths to Adaptation: A Case Study of Malaysian English as a Second Language Pre-Service Teachers
Quelle	In: Arab World English Journal, 12 (2021) 1, S.421-442 (22 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (El Masry, Taghreed) ORCID (Alzaanin, Eman I.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2229-9327
Schlagwörter	Foreign Countries; Second Language Learning; Second Language Instruction; English (Second Language); Preservice Teachers; Language Teachers; Teacher Education Programs; Professional Identity; Practicums; Student Attitudes; Universities; Secondary School Students; Public Schools; Communities of Practice; Social Integration; Case Studies; Females; Student Adjustment; Feedback (Response); Mentors; Teaching Methods; Malaysia (Kuala Lumpur) + Suchen Sie Ihr Suchwort? Ausland; Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Language teacher; Sprachunterricht; Practicum; Praktikum; Praktika; Schülerverhalten; University; Universität; Sekundarschüler; Public school; Öffentliche Schule; Community; Soziale Integration; Case study; Fallstudie; Case Study; Weibliches Geschlecht; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	This study aims to explore how English as a Second Language ESL Pre-Service Teachers (PSTs) employ adaptation strategies in response to the surrounding constraining context to develop their professional identities. The research question is "How do pre-service teachers (PSTs) employ adaptation strategies to develop their professional identity (PI) during their simulated teaching class and practicum?". Qualitative data were collected using semi-structured interviews and classroom observation from PSTs in a Malaysian university and public secondary schools in Kuala Lumpur. Findings showed that the positive notions of belonging to a Community of Practice (CoP) proved to be applicable in the simulated teaching class context, so PSTs used their adaptation process of observation-experimentation and evaluation to attempt different teaching practices. Nonetheless, the positive notions of the CoP were inapplicable in the teaching practicum context. Hence, PSTs struggled to construct their Professional Identity (PI) and had to alter their adaptation strategies to negotiate PI construction. The study concludes with some recommendations for further use. Program designers need to consider social interaction and integration within the professional context. That could enable adaptation processes to enhance PSTs' PI development. (As Provided).
Anmerkungen	Arab World English Journal. 10602 Davlee Lane, Richmond, Texas, 77407. e-mail: editor@awej.org; e-mail: info@ASELS.org; Web site: https://awej.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01