Investigating Pre-Service EFL Teachers' Self-Concepts within the Framework of Teaching Practicum in Turkish Context

Autor/in	Yilmaz, Cevdet
Titel	Investigating Pre-Service EFL Teachers' Self-Concepts within the Framework of Teaching Practicum in Turkish Context
Quelle	In: English Language Teaching, 11 (2018) 2, S.156-163 (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1916-4742
Schlagwörter	Preservice Teachers; Language Teachers; Self Concept; Student Attitudes; English (Second Language); Second Language Learning; Second Language Instruction; Teacher Education; Practicums; Case Studies; Diaries; Interviews; Language Attitudes; Language Usage; Native Language; Foreign Countries; Communicative Competence (Languages); Teaching Methods; Classroom Techniques; Turkey + Suchen Sie Ihr Suchwort? Language teacher; Sprachunterricht; Selbstkonzept; Schülerverhalten; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Lehrerausbildung; Lehrerbildung; Practicum; Praktikum; Praktika; Case study; Fallstudie; Case Study; Diary; Tagebuch; Interviewing; Interviewtechnik; Sprachverhalten; Sprachgebrauch; Ausland; Communicative competence; Languages; Kommunikative Kompetenz; Sprache; Teaching method; Lehrmethode; Unterrichtsmethode; Klassenführung; Türkei
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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01