Investigating the Role of Plurilingual Pre-Service Language Teachers' Psychological Landscape in Their Learning-to-Teach Process

Autor/inn/en	Cataldo-Schwarzl, Lena; Haim, Orly; Vetter, Eva
Titel	Investigating the Role of Plurilingual Pre-Service Language Teachers' Psychological Landscape in Their Learning-to-Teach Process
Quelle	In: Language, Culture and Curriculum, 36 (2023) 3, S.361-383 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Haim, Orly)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0790-8318
DOI	10.1080/07908318.2023.2197237
Schlagwörter	Multilingualism; Preservice Teachers; Teacher Education Programs; Faculty Development; Content Analysis; Cross Cultural Studies; Self Concept; Psychological Patterns; Student Attitudes; Second Language Learning; Foreign Countries; Biographies; Student Characteristics; Second Language Instruction; English (Second Language); Language Teachers; Well Being; Israel; Austria + Suchen Sie Ihr Suchwort? Mehrsprachigkeit; Multilingualismus; Inhaltsanalyse; Cultural comparison; Kulturvergleich; Selbstkonzept; Schülerverhalten; Zweitsprachenerwerb; Ausland; Biography; Biografie; Biographie; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Language teacher; Sprachunterricht; Well-being; Wellness; Wohlbefinden; Österreich
Abstract	This cross-national study investigates the role of the plurilingual identity and the psychological landscape, i.e. the psychological disposition of pre-service language teachers in their learning-to-teach process. Thirty multilingual pre-service teachers from Israel and Austria participated in the study (15 from each country). Data sources included language portraits and in-depth semi-structured interviews. Drawing on ecological perspectives, data were analysed qualitatively utilising content analysis. Predominant themes were identified suggesting that pre-service teachers' plurilingual identity is closely intertwined with their psychological landscape, influencing a wide array of professional development dimensions of their learning-to-teach process. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01