scholarly journals Investigating Professional Teacher Identity through ESP Courses: Voices from Three EFL Instructors via Case Studies

2021 ◽  
Vol 14 (4) ◽  
pp. 204-216
Author(s):  
Zülal Ayar
Keyword(s):  
Teacher Education ◽  
Teacher Identity ◽  
Self Efficacy ◽  
Professional Competence ◽  
Sense Of Self ◽  
Current Trend ◽  
Language Teacher Education ◽  
Language Teacher ◽  
Perspective Drawing ◽  
Professional Teacher

The current zeitgeist in language teacher education dwells on teacher identity regarding it as one of the big buzzwords to explore and critically reflect teacher qualities from a socio-cognitive perspective. Drawing from this current trend, the research intended to disambiguate three English language instructors’ sense of self-efficacy, perceptions, professional identity and professional competence in one of the most established and prestigious state universities in the country through the qualitative case study method. After selecting ESP practitioners following convenience sampling, autobiographies, informal dialogues, classroom observations, opening interviews, post-observation interviews, and field notes were utilized to gather data. Having scrutinized the professional identities of instructors through the lens of self-efficacy beliefs, perceptions, and professional competence, the study exposed that professional competence came to the fore being the best mediator to gain awareness of professional teacher identity. However, self-efficacy did not subserve as a predictor in exploring the complexity of teacher identity due to discordance with perceptions and realities of identity issues. Finally, some suggestions for further considerations were stated to be operationalized within the EFL context of in-service language teacher education.

scholarly journals Teaching Facilitators' Perceptions of the Contribution of Three Internship Workshops Models

Educatia 21 ◽  
2021 ◽  
Vol 20 ◽  
pp. 15-23
Author(s):  
Vered Freedman ◽  
Constantin Cucoş
Keyword(s):  
Teacher Education ◽  
Emotional Support ◽  
Self Efficacy ◽  
Mixed Methods Research ◽  
Professional Competence ◽  
Sense Of Self ◽  
Well Being ◽  
Policy Makers ◽  
Face To Face ◽  
Significant Difference

Internship workshops as part of induction to teaching in teacher education in Israel consist of three models: face-to-face, online, and 'incubator'. The article examines workshop facilitators' perceptions of workshops' contribution. Mixed methods research included a questionnaire completed by 101 facilitators and statistically analyzed. Interviews were conducted with nine facilitators, three from each model and content and discourse analyzed. According to quantitative findings, no significant difference between workshop models and emotional support was perceived as stronger than professional support in all three models. Interview findings showed the clear presence of both emotional support and enhancement of a sense of self-efficacy. There were noticeable unique contributions in the two newer online and 'incubator' models, compared to the traditional face-to-face model implemented at the college. Both models promoted self-efficacy and emotional support, but each one relied on different strategies to provide the two types of contribution. In the online model, use of writing and connection with the facilitator promoted the contribution. In the 'incubator' model characteristics of the environment provided conditions for advancing support. The unique contributions have practical implications - workshops should integrate online and community-based components to promote interns' sense of well-being and professional competence as future teachers. These findings may add valuable knowledge, which may help policy makers and interns themselves, to make better decisions on integrating the internship workshops within the prosses of teacher education.

Research of Language Teacher Identity: Status Quo and Future Directions

RELC Journal ◽  
2020 ◽  
pp. 003368822096156
Author(s):  
Yuan Sang
Keyword(s):  
Teacher Education ◽  
Identity Development ◽  
Identity Formation ◽  
Teacher Identity ◽  
Status Quo ◽  
Identity Status ◽  
Socialization Process ◽  
Language Teacher Education ◽  
Language Teacher ◽  
Language Teacher Identity

After 20 years of study since researchers of second language teacher education have increasingly emphasized the importance of investigating L2 teachers’ mental lives, the research of language teacher identity has been flowering and providing intriguing insights to deepen the field’s understanding of how L2 teachers develop and learn to become teachers. While a sociocultural perspective of language teacher education speaks to the situated nature of teacher learning and language teacher identity development, this perspective has generated a growing body of literature that highlights the role of socialization in language teacher identity formation. Reviewing the important ideas and findings in the existing research, this article begins with a summary of theoretical conceptualizations of language teacher identity, and then examines the status quo of contemporaneous language teacher identity research. Next, it discusses the socialization process in language teacher identity development, and ends with further research directions for future studies.

Analyzing CMS affordances through the RAT framework for online language teacher education: A case study

2012 ◽  
Author(s):  
Esther Smidt ◽  
James Schumann ◽  
Karen Clement ◽  
Jesse Greenleaf ◽  
Mandy Nelson ◽  
...  
Keyword(s):  
Teacher Education ◽  
Language Teacher Education ◽  
Language Teacher

Student Teachers’ Learning and Professional Development in Second Language Teacher Education

2017 ◽  
Vol 7 (1) ◽  
pp. 13 ◽  
Author(s):  
Kamile Hamiloğlu
Keyword(s):  
Professional Development ◽  
Teacher Education ◽  
Second Language ◽  
Student Teachers ◽  
Student Teacher ◽  
Research Literature ◽  
Language Teacher Education ◽  
Language Teacher ◽  
Second Language Teacher Education ◽  
Second Language Teacher

This article is a review on student teacher (ST) learning in second language teacher education (SLTE) and it aims to establish a context for ST learning for professional development in SLTE research and frame its contribution to the current research literature. To achieve this, it conducts an overview on concepts of interest, and it places in perspective some of the key previous findings relating to the research at hand. Broadly, it is to serve as a foundation for the debate over perspectives of second/foreign language (S/FL) student teachers’ (STs’) learning to teach through their professional development with reference to both coursework and practicum contexts.Keywords: student teacher learning, second language teacher education (SLTE), professional development

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