Investigating Pre-service EFL Teachers’ Self-concepts within the Framework of Teaching Practicum in Turkish Context

Abstract

The present study aimed at understanding the nature and potential dynamism of five pre-service EFL teachers' self-concepts in the domain of English as a foreign language (EFL). To this end, the effects of pre-service teachers' experiences gained alongside the practicum on their EFL self-concept development were also discussed. Data were generated in a case study research paradigm using journal entries and in-depth interviews. The major themes derived from the analysis of the data were indicative of pre-service teachers' self-beliefs which profoundly affected their EFL self-concept development. These included the passion for English, the use of L1 and L2 in language teaching, and the critical experiences that the pre-service teachers had during the practicum. It was shown how the practicing teachers' EFL self-beliefs can at once be dynamic and also stable, depending on the type of beliefs investigated. The study concludes by suggesting the need to help EFL pre-service teachers to form positive but realistic self-concepts within the framework of EFL teacher training.

Indonesian students’ perceived benefits of the micro-teaching course to their teaching internship

“…In addition, research by Barkhuizen and Feryok (2006); Ward and Ward (2003) and Willard-Holt (2001) found that teaching practicum improves pre-service teachers' professional competence. Yilmaz (2018) also conducted research in the Turkish context in regard with the benefit of teaching practicum. The finding of the study suggests that preservice teachers develop their self-concept as the result of their participation in the practicum program.…”

Self-concept of EFL preservice teachers as reflected in their teaching performance

“…In relation to the research paradigm employed in the previous studies mentioned above, especially about teacher and preservice teacher selfconcept, most of the above-mentioned studies were done quantitatively and only a few studies were done in the qualitative paradigm. To name a few, only research was done by Alagozlu (2016); Dobbins (1996); Rachmawati et al (2017); Yilmaz (2018) which used a qualitative approach. Furthermore, only the studies conducted by Alagozlu (2016); Rachmawati et al (2017); Yilmaz (2018) focused on EFL preservice teacher self-concept.…”

“…To name a few, only research was done by Alagozlu (2016); Dobbins (1996); Rachmawati et al (2017); Yilmaz (2018) which used a qualitative approach. Furthermore, only the studies conducted by Alagozlu (2016); Rachmawati et al (2017); Yilmaz (2018) focused on EFL preservice teacher self-concept. Alagozlu's (2016) study was concerned with the professional selfconcept of EFL teachers.…”

“…Alagozlu's (2016) study was concerned with the professional selfconcept of EFL teachers. Meanwhile, Yilmaz (2018) concentrated on what constitutes the self-concept of English preservice teachers and the role of teaching practicum on the self-concept. The study did not provide a qualitative view on how the self-concept of a preservice teacher contributes to her/his teaching performance.…”

“…However, little attention has been paid to the analysis of EFL pre-service teacher self-concept. To name a few Rachmawati, et al (2017) and Yilmaz (2018) focused on the issue. Both studies suggested the necessity of assisting the EFL teachers to have a not only positive but realistic self-concept.…”