Concept Maps of Korean EFL Student Teachers' Autobiographical Reflections on Their Professional Identity Formation

Autor/in	Lim, Hyun-Woo
Titel	Concept Maps of Korean EFL Student Teachers' Autobiographical Reflections on Their Professional Identity Formation
Quelle	In: Teaching and Teacher Education: An International Journal of Research and Studies, 27 (2011) 6, S.969-981 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0742-051X
DOI	10.1016/j.tate.2011.05.001
Schlagwörter	Foreign Countries; Concept Mapping; Student Teachers; Teaching Methods; English (Second Language); Autobiographies; Reflection; Self Concept; Concept Formation; Influences; Preservice Teacher Education; Student Attitudes; Teacher Characteristics; South Korea + Suchen Sie Ihr Suchwort? Ausland; Concept Map; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Teaching method; Lehrmethode; Unterrichtsmethode; English as second language; English; Second Language; Englisch als Zweitsprache; Autobiography; Autobiografie; Autobiographie; Selbstkonzept; Concept learning; Begriffsbildung; Influence; Einfluss; Einflussfaktor; Lehramtsstudiengang; Lehrerausbildung; Schülerverhalten; Korea; Republik
Abstract	This study utilizes a concept mapping method to explore the underlying structure and dimensionality of Korean student teachers' autobiographical reflections on their professional identity formation. Participants consist of 90 students enrolled in bachelor's and master's degree programs in English teacher education. The study results imply core concepts (backgrounds for career pursuit, conceptualizations of a good English teacher/teaching, and confidence/aspirations) that constitute professional identity development of Korean EFL student teachers. Dimensionality analysis suggests that the impetus for guiding student teachers' professional development is their knowledge and experiences related to teacher qualities and teaching practices. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10