Learning to Become an English Language Teacher: Examining Professional Identities of a Chinese ESL Teacher Candidate in the U.S.-Based Practicum

Fan, Feifei; Jong, Ester J. de

doi:10.1007/978-3-031-13161-5_12

Cited by 1 publication

(3 citation statements)

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“…However, it is noteworthy that Khisimusi's self-identification as a social individual appeared to play a constructive role in his adaptation and self-reconstruction. According to Fan and de Jong (2022), this adaptive process emphasises the malleability and resilience of professional identity in response to external factors and personal attributes.…”

Section: Difficulties (Diff)mentioning

confidence: 99%

“…His commitment to adapting his teaching methods and the provision of additional reading materials from lower grade levels exemplifies his proactive approach, not only to improve his students' language proficiency but also to align his pedagogy with his professional identity. This approach emphasises the interplay between teacher development and the construction of ESL TPI (Fan & de Jong, 2022).…”

Section: Dedication and Commitment (Dandc)mentioning

confidence: 99%

“…Bongiwe's contribution highlights the vital role of 'dedication and commitment in empowering ESL teachers to navigate subject matter with confidence' (Fan and de Jong, 2022), enabling them to respond effectively to questions and engage in meaningful interactions. Her observation that confidence is linked to self-definition highlights the notion that professional identity is intimately connected to one's confidence and mastery in the field.…”

Section: Dedication and Commitment (Dandc)mentioning

confidence: 99%

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Unravelling professional identity: a narrative exploration of early-career English Second Language teachers in a rural setting

Mabila,

Msana

2023

PLING

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This article delves into the intricate process of how early career English as a Second Language (ESL) teachers construct their professional identities (PI). By qualitatively examining the role of teaching experiences within the ESL classroom, we seek to understand how these educators shape their professional selves. Our study involves four ESL teachers, each with a maximum of three years of teaching experience, all of whom received their education from South African universities. Employing a narrative research design, we provided these teachers with a platform to share their individual stories and experiences during interview-based data collection. The study's findings reveal a noteworthy development in the way these teachers perceive and shape their PI. Through meaningful reflection, the participants began to see themselves primarily as professionals in the field of ESL education. This reflection led us to draw three key conclusions regarding the PI of early career ESL teachers. First, the personal and professional experiences of these educators play a pivotal role in shaping their understanding of professional identity. Second, this conceptualisation holds significant potential to influence their classroom effectiveness and teaching abilities. Lastly, the utilisation of a storytelling approach in our research has proven to be a valuable method for comprehending the PI of early career ESL teachers.

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Section: Difficulties (Diff)mentioning

confidence: 99%

Section: Dedication and Commitment (Dandc)mentioning

confidence: 99%

Section: Dedication and Commitment (Dandc)mentioning

confidence: 99%

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