Title

EFL Pre-Service Teacher Professional Identity Formation for Self-Study Research During the Practicum

Subject Area

Foreign Language Pedagogy

Abstract


This case study examined teacher identity formation among five self-study research pre-service teachers during their student teaching experience. Guided by two complementary theoretical frameworks for investigating teacher professional identities (i.e., Gee, 2000-2001; Samaras and Freese, 2009), the study focused on two closely related research questions: (a) What factors contribute to or hinder the identity formation of these five self-study research pre-service teachers?; (b) How do their professional identities for self-study research develop or evolve as revealed through the student teaching experience? Results demonstrated that multiple factors affected self-study research pre-service teachers’ self-identity, and also complexities were involved in the course of identity formation during the practicum.

Brief Bio Note

Majid N. Al-Amri is currently an Assistant Professor of Curriculum and Instruction, Taibah University, Saudi Arabia. He received a Ph.D. in Curriculum and Instruction from New Mexico State University, Las Cruces, USA (2008), an MA in Applied Linguistics from the University of Essex, Colchester, UK (2000), and a BA (Hons.) in English and Education (1999) from King Abdulaiz University, Saudi Arabia. His research interests lie in the areas of EFL pedagogy, teacher education and discourse studies.

Keywords

Self-study, EFL, Pre-service teachers, practicum

Location

Room 217

Presentation Year

2015

Start Date

3-26-2015 1:30 PM

End Date

3-26-2015 2:45 PM

Embargo

5-23-2017

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Mar 26th, 1:30 PM Mar 26th, 2:45 PM

EFL Pre-Service Teacher Professional Identity Formation for Self-Study Research During the Practicum

Room 217


This case study examined teacher identity formation among five self-study research pre-service teachers during their student teaching experience. Guided by two complementary theoretical frameworks for investigating teacher professional identities (i.e., Gee, 2000-2001; Samaras and Freese, 2009), the study focused on two closely related research questions: (a) What factors contribute to or hinder the identity formation of these five self-study research pre-service teachers?; (b) How do their professional identities for self-study research develop or evolve as revealed through the student teaching experience? Results demonstrated that multiple factors affected self-study research pre-service teachers’ self-identity, and also complexities were involved in the course of identity formation during the practicum.