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
Recommended Citation
Al-Amri, Majid, "EFL Pre-Service Teacher Professional Identity Formation for Self-Study Research During the Practicum" (2015). South East Coastal Conference on Languages & Literatures (SECCLL). 111.
https://digitalcommons.georgiasouthern.edu/seccll/2015/2015/111
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.
