Factors Shaping efl Preservice Teachers’ Identity Configuration
Preservice efl teachers face many challenges when developing their practicum. Such an experience shapes their identity and influences the teaching and learning processes. This descriptive case study is about preservice teachers’ identity formation and the factors that shaped their identity configura...
- Autores:
-
Buendía-Arias, Ximena Paola
- Tipo de recurso:
- Fecha de publicación:
- 2019
- Institución:
- Universidad del Atlántico
- Repositorio:
- Repositorio Uniatlantico
- Idioma:
- eng
- OAI Identifier:
- oai:repositorio.uniatlantico.edu.co:20.500.12834/922
- Acceso en línea:
- https://hdl.handle.net/20.500.12834/922
- Palabra clave:
- practicum; teachers' identity; efl; identity; preservice teachers
- Rights
- openAccess
- License
- http://purl.org/coar/access_right/c_abf2
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Factors Shaping efl Preservice Teachers’ Identity Configuration |
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Factores que determinan la configuración de la identidad en docentes de inglés en formación |
| title |
Factors Shaping efl Preservice Teachers’ Identity Configuration |
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Factors Shaping efl Preservice Teachers’ Identity Configuration practicum; teachers' identity; efl; identity; preservice teachers |
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Factors Shaping efl Preservice Teachers’ Identity Configuration |
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Factors Shaping efl Preservice Teachers’ Identity Configuration |
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Factors Shaping efl Preservice Teachers’ Identity Configuration |
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Factors Shaping efl Preservice Teachers’ Identity Configuration |
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Factors Shaping efl Preservice Teachers’ Identity Configuration |
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Buendía-Arias, Ximena Paola |
| dc.contributor.author.none.fl_str_mv |
Buendía-Arias, Ximena Paola |
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André-Arenas, Andrea Rosado-Mendinueta, Nayibe del Rosario |
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practicum; teachers' identity; efl; identity; preservice teachers |
| topic |
practicum; teachers' identity; efl; identity; preservice teachers |
| description |
Preservice efl teachers face many challenges when developing their practicum. Such an experience shapes their identity and influences the teaching and learning processes. This descriptive case study is about preservice teachers’ identity formation and the factors that shaped their identity configurations during a practicum course offered at a state university in Colombia. Data, collected through interviews, reflective journals, and drawing-derived metaphors were analyzed using thematic analysis. The results identified participants’ value/belief system, personality traits, context, pedagogical decisions, reflective practice, and critical incidents as influential factors in their identity formation process. The findings also revealed that identity can be constructed through the intersection between the different experiences they go through during their practicum and their past and future trajectories. The study suggests that efl teacher education programs should take explicit pedagogical actions to incorporate the identified factors in their curriculum. This could strengthen efl preservice teachers’ identity configurations and prepare them better for their future teaching roles. |
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2019 |
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2019-07-13 |
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2020-09-17 |
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2022-11-15T20:58:11Z |
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2022-11-15T20:58:11Z |
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10.17533/udea.ikala.v25n03a02 |
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Universidad del Atlántico |
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Repositorio Universidad del Atlántico |
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Buendía-Arias, Ximena Paolab564764d-d7cb-4b84-9fcf-b26ebd8bbae4André-Arenas, AndreaRosado-Mendinueta, Nayibe del Rosario2022-11-15T20:58:11Z2022-11-15T20:58:11Z2020-09-172019-07-13https://hdl.handle.net/20.500.12834/92210.17533/udea.ikala.v25n03a02Universidad del AtlánticoRepositorio Universidad del AtlánticoPreservice efl teachers face many challenges when developing their practicum. Such an experience shapes their identity and influences the teaching and learning processes. This descriptive case study is about preservice teachers’ identity formation and the factors that shaped their identity configurations during a practicum course offered at a state university in Colombia. Data, collected through interviews, reflective journals, and drawing-derived metaphors were analyzed using thematic analysis. The results identified participants’ value/belief system, personality traits, context, pedagogical decisions, reflective practice, and critical incidents as influential factors in their identity formation process. The findings also revealed that identity can be constructed through the intersection between the different experiences they go through during their practicum and their past and future trajectories. The study suggests that efl teacher education programs should take explicit pedagogical actions to incorporate the identified factors in their curriculum. This could strengthen efl preservice teachers’ identity configurations and prepare them better for their future teaching roles.application/pdfengIkala, Revista de Lenguaje y CulturaFactors Shaping efl Preservice Teachers’ Identity ConfigurationFactores que determinan la configuración de la identidad en docentes de inglés en formaciónPúblico generalpracticum; teachers' identity; efl; identity; preservice teachersinfo:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionArtículohttp://purl.org/coar/version/c_970fb48d4fbd8a85http://purl.org/coar/resource_type/c_2df8fbb1BarranquillaSede Norteinfo:eu-repo/semantics/openAccesshttp://purl.org/coar/access_right/c_abf2Akcan, S. (2016). Novice non-native English teachers’ reflections on their teacher education programmes and their first years of teaching. profile: Issues in Teachers’ Professional Development, 18(1), 55-70. https://doi.org/10.15446/profile.v18n1.48608Akkerman, S., & Meijer, P. (2011). A dialogical approach to conceptualizing teacher identity. Teaching and Teacher Education: An International Journal of Research and Studies, 27(2), 308-319. https://doi. org/10.1016/j.tate.2010.08.013Arrieta, A. & Rosado, N. (2020). Complex identities through positionings in ongoing interaction: A case study in a foreign language teacher education program in Colombia. In N. Rudolph, A. F. Selvi, & B. Yazan, (Eds.), The complexity of identity and interaction in language education. Multilingual Matters.Barkhuizen, G., Benson, P., Bodycott, P., & Brown, J. (2013). Second language identity in narratives of study abroad. Palgrave Macmillan.Beijaard, D., Meijer, P., & Verloop, N., (2004). Reconsidering research on teachers’ professional identity. Teaching and Teacher Education, 20(2), 107-128. https://doi.org/10.1016/j.tate.2003.07.001Beltman, S., Glass, C., Dinham, J., Chalk, B., & Nguyen, B. (2015). Drawing identity: Beginning preservice teachers’ professional identities. 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Imagined community falling apart: A case study on the transformation of professional identities of novice esol teachers in China. tesol Quarterly, 46(3), 568-578. https://doi.org/10.1002/tesq.42http://purl.org/coar/resource_type/c_6501ORIGINAL339118-Article Text-205983-5-10-20210413.pdf339118-Article Text-205983-5-10-20210413.pdfapplication/pdf369969https://repositorio.uniatlantico.edu.co/bitstream/20.500.12834/922/1/339118-Article%20Text-205983-5-10-20210413.pdf09f35abbc6f0361b4c49555419783a7dMD51LICENSElicense.txtlicense.txttext/plain; charset=utf-81306https://repositorio.uniatlantico.edu.co/bitstream/20.500.12834/922/2/license.txt67e239713705720ef0b79c50b2ececcaMD5220.500.12834/922oai:repositorio.uniatlantico.edu.co:20.500.12834/9222022-11-15 15:58:12.067DSpace de la Universidad de Atlánticosysadmin@mail.uniatlantico.edu.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 |