EFL Student Teachers' Professional Identity Construction: A Study of Student-Generated Metaphors before and after Student Teaching

Autor/inn/en	Zhu, Gang; Rice, Mary; Li, Guofang; Zhu, Jinfei
Titel	EFL Student Teachers' Professional Identity Construction: A Study of Student-Generated Metaphors before and after Student Teaching
Quelle	In: Journal of Language, Identity, and Education, 21 (2022) 2, S.83-98 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Zhu, Gang) ORCID (Rice, Mary)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1534-8458
DOI	10.1080/15348458.2020.1777872
Schlagwörter	English (Second Language); Second Language Learning; Second Language Instruction; Language Teachers; Professional Identity; Figurative Language; Student Teaching; Practicums; Cooperating Teachers; Transformative Learning; Teacher Role; Faculty Development; Student Placement; Teacher Education Programs; Language Usage; Foreign Countries; Student Teacher Attitudes; China + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Language teacher; Sprachunterricht; Teaching practice; Unterrichtspraxis; Practicum; Praktikum; Praktika; Co-operation; Cooperation; Teacher; Teachers; Kooperation; Lehrer; Lehrerin; Lehrende; Pädagogische Transformation; Lehrerrolle; Schülerpraktikum; Sprachgebrauch; Ausland
Abstract	Metaphors are powerful windows to gain insight into EFL teachers' professional identity constructions. This study examined 33 Chinese EFL student teachers' (STs) self-generated metaphors about teaching before and after their student teaching. Before their teaching practicum experience, they were: (a) optimistic, but had naïve perceptions about their roles, (b) worried about their inadequacy to teach professionally, and (c) anxious about their relationship with cooperating teachers. Post-practicum, we noted (a) increased transformative perceptions about their role, (b) professional knowledge growth, (c) the participants explicated a broad array of challenges of building good student relationships, and (d) the placement-school contexts exert a significant influence on their identity formation. Implications for facilitating EFL student teachers' professional identity (trans)formations during the field experiences are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01