2015 Conference Archive
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
Copyright
This work is archived and distributed under the repository's Standard Copyright and Reuse License (opens in new tab). End users may copy, store, and distribute this work without restriction. For all other uses, permission must be obtained from the copyright owners or their authorized agents.
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.
