Proficiency and Motivation: Foundation of Pre-service English Teachers’ Professional Identity Development (original) (raw)
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EXPLORING THE FORMATION OF PROFESSIONAL IDENTITY OF NON-NATIVE PRE-SERVICE ENGLISH TEACHERS
Teachers’ professional identity development has been receiving increasing attention from teacher educators [1]. However, a relatively small number of studies have addressed the issue of professional identity formation of non-native teachers of English [2]. During the teacher preparation program, the pre-service teachers are continually reconstructing their self identity as well as their professional identity as a result of a variety of university courses and field experiences. Each environment contributes differently to the student-teacher’s construction of knowledge and identity [3]. This study aims at investigating the effect of the pre-service English program on the formation of the professional identity of the student-teachers at the Faculty of Pedagogy at the Lebanese University. Seventeen female participants took part in this study. These student-teachers filled the Professional Identity Survey at the beginning and end of their senior year. Focus group interviews were also used to collect data. Results showed that there was no statistical significance in the difference in means in the pre and post tests although there was a slight increase in the post means. Participants admitted that their enrollment in the pre-service program made them change their mind about the profession of the teacher which they viewed now as more demanding and challenging. This small convenient sample of participants could be a limitation to this study. More research is recommended to explore the formation of the teacher identity of non-native English speaking student-teachers. Keywords: Identity formation, professional identity, pre-service teachers, teacher preparation program, elementary cycles
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This paper seeks to investigate motivational orientations of Turkish prospective (pre-service) English language teachers in a descriptive way. In a state university in Turkey, 35 male and 90 female pre-service English language teachers participated in the study. These participants were 38 freshmen, 69 junior, and 18 senior students. A motivation scale adapted from Gobel and Mori (2006) was administered to the participants. The results showed that pre-service English language teachers have a high level of the intrinsic, integrative, and instrumental motivational orientations for learning English except the extrinsic one. Moreover, although the female participants displayed higher motivation than their male counterparts, the difference was not found robust enough excluding the intrinsic motivation. Moreover, it was obtained that the motivation levels of learners showed fluctuations in the course of time, which is congruent with previous studies. Lastly, the findings were further inter...
EXPLORING HOW ENGLISH LANGUAGE TEACHERS IN PRIMARY SCHOOL CONSTRUCT THEIR PROFESSIONAL IDENTITIES
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This study explores how English Language teachers in primary school construct their professional identities (PI) as English teachers. Teacher interview was uses as a data gathering tools for the study. Accordingly, ten English language teachers who were teaching English in upper primary schools were interviewed to collect data needed. The results of the interview data reveal that former English as FLT willingness to help students learn well, good teaching skills, students' engagement, the understanding that schools as a safe learning environment, and teacher confidence and competence were honored by EFL to construct their profession identities. Similarly, teachers' commitment, sense of appreciation and self-understanding, sense of connectedness, and imaging future career were also honored to develop teacher professional identity. The teacher interview data imply that the English teachers are required to professionally develop the willingness to help students learn well, to develop the motivation needed to engage students to increase their classroom practices. Based on the findings of the study, it was suggested that UPSET is also required to get further development programs so that they develop their knowledge and pedagogic skills needed to create a safe learning environment and to their increase confidence and competence needed to teach this grade level students.