Uncovering New Paths to Adaptation: A Case Study of Malaysian English as a Second Language Pre-service Teachers

Abstract

This study aims to explore how English as a Second Language ESL Pre-Service Teachers (PSTs) employ adaptation strategies in response to the surrounding constraining context to develop their professional identities. The research question is “How do pre-service teachers (PSTs) employ adaptation strategies to develop their professional identity (PI) during their simulated teaching class and practicum?”. Qualitative data were collected using semi-structured interviews and classroom observation from PSTs in a Malaysian university and public secondary schools in Kuala Lumpur. Findings showed that the positive notions of belonging to a Community of Practice (CoP) proved to be applicable in the simulated teaching class context, so PSTs used their adaptation process of observation-experimentation and evaluation to attempt different teaching practices. Nonetheless, the positive notions of the CoP were inapplicable in the teaching practicum context. Hence, PSTs struggled to construct their Professional Identity (PI) and had to alter their adaptation strategies to negotiate PI construction. The study concludes with some recommendations for further use. Program designers need to consider social interaction and integration within the professional context. That could enable adaptation processes to enhance PSTs’ PI development.

Developing English Majors’ Comprehension of Literary Texts and Online Self-Regulated Language Learning Skills via Literature Circles 2.0

“…Another distinct feature of Literature Circles is the social interaction that promotes students' reflective practices and, in turn, transfers them from personal to critical stance. According to Masry and Alzaanin [12], students' reflections on their social experiences help them construct identity positively and encourage cooperation. ey become independent learners who are responsible for managing group discussions, raising questions, giving appropriate feedback, and evaluating their progress through reflection and reasoning.…”