From learner to teacher: practice, language, and identity in a teaching practicum

Trent, John Gilbert

doi:10.1080/1359866x.2013.838621

Cited by 105 publications

(80 citation statements)

References 17 publications

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“…This lack of theorisation is one of the reasons why there is inconsistency between studies in terms of what constitutes the context. While some researchers consider the context as the community involved in the teaching and learning activity (e.g., Atay, 2007;Brandt, 2006;de Courcy, 2011;Gan, 2013;Trent, 2013;Urzúa & Vásquez, 2008;Yuan & Lee, 2014), others account for the systems of rules (Atay, 2007;Engin, 2014;Gao & Benson, 2012) and pedagogical tools (de Courcy, 2011;Johnson & Dellagnelo, 2013). As what constitutes context of teaching and learning varies from one study to another, it is really challenging to synthesise and compare findings from different studies.…”

Section: Resultsmentioning

confidence: 99%

“…Despite commonly studying teachers' professional learning, a number of studies look into their cultural backgrounds (e.g., Gan, 2013;Gao & Benson, 2012;Miller, 2007;Nemtchinova, 2005), while others investigate prior beliefs (e.g., Le, 2014;Mak, 2011;Ng, Nicholas, & Williams, 2010;Tang, Lee, & Chun, 2012;Yuan & Lee, 2014), emotions (e.g., Atay, 2007;Benson, 2012;Brandt, 2006;Farrell, 2008;H. T. M. Nguyen, 2010;Pillen, Beijaard, & den Brok, 2013;Trent, 2013), and professional identity (e.g., Haniford, 2010;Miller, 2007;Trent, 2011Trent, , 2013. Although various personal factors have been accumulatively accounted for in the literature, it seems to be challenging to try and aggregate or compare findings from these studies due to their different focuses and scopes and a lack of a broad framework that allows for research to account for teachers' personal influences more comprehensively and systematically.…”

Section: Contemporary Research On L2 Teacher Learning In Light Of Thementioning

confidence: 99%

“…T. M. Nguyen, 2010), school mentors (e.g., Atay, 2007;Brandt, 2006;Farrell, 2008;Gan, 2014;Gao & Benson, 2012;H. T. M. Nguyen, 2010;Riesky, 2013;Trent, 2011Trent, , 2013Urzúa & Vásquez, 2008;Yuan & Lee, 2014), other teachers-learners (e.g., Dang, 2013;Gao & Benson, 2012; H. T. M. Nguyen, 2013; H. T. M. Nguyen & Baldauf, 2010; H. T. M. Nguyen & Hudson, 2012), and language learners (e.g., de Courcy, 2011;Gao & Benson, 2012;Yuan & Lee, 2014). Some researchers have looked into the rules and policies regulating language teaching and learning and SLTE in specific contexts (e.g., Atay, 2007;Cross, 2006;Cross, 2010;Gao & Benson, 2012).…”

Section: Contemporary Research On L2 Teacher Learning In Light Of Thementioning

confidence: 99%

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Responding to the Need for Re-Conceptualizing Second Language Teacher Education: The Potential of a Sociocultural Perspective

Nguyen¹

2016

IES

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This paper aims to engage with and respond to recent calls in the literature for a unifying theoretical framework to understand second language teacher education (SLTE). It critically reviews the major conceptualizations of SLTE in relation to the key conceptualizations of second language (L2) teaching. The review identifies shortcomings in traditional perspectives on L2 teaching and SLTE and the need to re-conceptualize SLTE as a field. A recent re-conceptualization of SLTE is seen through the shift towards a social constructivist perspective, a redefinition of the knowledge base, research that responds to the epistemological shift, and a sociocultural perspective on SLTE. The existing literature shows that although there is now a growing body of research that looks into the various dimensions of SLTE, few studies have gained a comprehensive and systematic view of the complexities of SLTE. The paper argues that a sociocultural perspective, especially a combination of Vygotsky's genetic method and Engeström's proposal of the third generation of activity theory, has become a powerful way of understanding L2 teacher learning, which corresponds to the need for a re-conceptualization of SLTE. This paper calls for more research using a sociocultural framework to enrich its knowledge base.

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Section: Resultsmentioning

confidence: 99%

Section: Contemporary Research On L2 Teacher Learning In Light Of Thementioning

confidence: 99%

Section: Contemporary Research On L2 Teacher Learning In Light Of Thementioning

confidence: 99%

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Responding to the Need for Re-Conceptualizing Second Language Teacher Education: The Potential of a Sociocultural Perspective

Nguyen¹

2016

IES

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“…Since the construction of teacher identity is a dynamic and complex process in which individuals experience constant struggle and change due to internal and external factors (Bloomfield, 2010;Harré & Van Langenhove, 1999;Lamote & Engels, 2010;Trent, 2013;Zare-ee & Ghasedi, 2014), the present study attempts to explore two undergraduate English as a foreign language (EFL) female student-teachers' identity construction processes at a Chilean university, adopting a sociocultural perspective based on Vygotsky's theory. The data collection tools, used in this case study research, comprise narratives, semi-structured interviews, and a focus group session.…”

Section: Introductionmentioning

confidence: 99%

EFL Student-Teachers’ Identity Construction: A Case Study in Chile

Salinas

Ayala²

2018

HOW

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The objective of this study is to explore the process of professional identity construction of two English as a foreign language student-teachers from a sociocultural theoretical lens. A qualitative case study was conducted through personal narratives, semi-structured interviews, and a focus group. The data were analyzed using a grounded theory approach. The results show that the process of studentteachers' professional identity construction is unstable and dynamic, and is shaped by inter-related personal and external factors such as self-image, learning environment, and practicum experiences.Key words: English as a foreign language pre-service teachers, identity construction, sociocultural theory, undergraduate experience.El objetivo del presente estudio es explorar, desde una perspectiva sociocultural, el proceso de construcción de la identidad profesional de dos estudiantes de pedagogía en inglés como lengua extranjera. Se utilizó un estudio de caso de índole cualitativo a través de narrativas, entrevistas semi-estructuradas y grupo focal. Los resultados muestran que el proceso de construcción de la identidad de los *

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“…There is now a growing body of research on the TESOL practicum experiences, which takes into account important issues such as teacher identity development (Haniford, 2010;Trent, 2013), emotional experiences (Benson, 2012;de Courcy, 2011), and mentoring relationships (Gan, 2014;Gao & Benson, 2012;Yuan & Lee, 2014). These studies offer valuable insights into the various personal and contextual aspects of PST learning.…”

mentioning

confidence: 99%

Influences on preservice writing instruction during the secondary English as an Additional Language practicum in Australia

Nguyen¹,

Brown²

2016

AJTE

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From learner to teacher: practice, language, and identity in a teaching practicum

Cited by 105 publications

References 17 publications

Responding to the Need for Re-Conceptualizing Second Language Teacher Education: The Potential of a Sociocultural Perspective

Responding to the Need for Re-Conceptualizing Second Language Teacher Education: The Potential of a Sociocultural Perspective

EFL Student-Teachers’ Identity Construction: A Case Study in Chile

Influences on preservice writing instruction during the secondary English as an Additional Language practicum in Australia

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