Funds of Professional Identity in Language Teacher Education: A Longitudinal Study on Student-Teachers

Autor/inn/en	Banegas, Darío Luis; Pinner, Richard S.; Larrondo, Ignacio Daniel
Titel	Funds of Professional Identity in Language Teacher Education: A Longitudinal Study on Student-Teachers
Quelle	In: TESOL Quarterly: A Journal for Teachers of English to Speakers of Other Languages and of Standard English as a Second Dialect, 56 (2022) 2, S.445-473 (29 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Banegas, Darío Luis) ORCID (Pinner, Richard S.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0039-8322
DOI	10.1002/tesq.3060
Schlagwörter	Professional Identity; English (Second Language); Second Language Learning; Second Language Instruction; Language Teachers; Student Teacher Attitudes; Self Concept; Classification; Teacher Education Programs; Longitudinal Studies; Trend Analysis; Cultural Background; Foreign Countries; Argentina + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Language teacher; Sprachunterricht; Selbstkonzept; Classification system; Klassifikation; Klassifikationssystem; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Trendanalyse; Ausland; Argentinien
Abstract	This article describes the professional identity formation of a group of pre-service English as a foreign language student-teachers at an initial English language teacher education program in Argentina. To this effect, a four-year longitudinal study was designed drawing on the concept of funds of identity. Participants' drawing of significant circles and interviews were used to document the main components of their funds of professional identity and the factors which informed their construction. In this paper, we specifically describe three student-teachers' funds of professional identity to exemplify three trends identified across the participants: (1) knowledge as a constant fund, (2) a shift from past to present and future funds, and (3) a shift from external to internal funds. Drawing on Esteban-Guitart's (2014) typology of funds of identity, this study puts forward a typology of funds of professional identity which incorporates three new funds, valuative, disciplinary, and anticipatory, to understand student-teachers' trajectories in language teacher education. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01