Positioning, Agency, and English Language Learners: Voices of Pre-Service Classroom Teachers [Konferenzbericht] Paper presented at the International Conference of Applied Arts (2nd, Bangkok, Thailand, May 24, 2019).

Autor/inn/en	Himmapan, Kittipa; Dumlao, Remart; Chun-Fong, Chayanee
Titel	Positioning, Agency, and English Language Learners: Voices of Pre-Service Classroom Teachers [Konferenzbericht] Paper presented at the International Conference of Applied Arts (2nd, Bangkok, Thailand, May 24, 2019).
Quelle	(2019), (10 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Dumlao, Remart)
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Preservice Teachers; English (Second Language); Majors (Students); Secondary Education; Foreign Countries; Internship Programs; Language Teachers; Second Language Instruction; Professional Identity; Teacher Education Programs; Student Attitudes; Individual Characteristics; Teaching Styles; Peer Relationship; Self Concept; Thailand + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Sekundarbereich; Ausland; Berufspraktische Ausbildung; Language teacher; Sprachunterricht; Fremdsprachenunterricht; Schülerverhalten; Personality characteristic; Personality traits; Persönlichkeitsmerkmal; Lehrstil; Unterrichtsstil; Peer-Beziehungen; Selbstkonzept
Abstract	Recent literature of identity has demonstrated strong impact on teachers' professional development and formation in educational industry. This study explores the (re) identity negotiations and agency of five Thai pre-service student teachers majoring in English language who received their internships at a secondary school in Eastern Thailand. Drawing upon theories of identity construction, narrative positioning perspective, and using in-depth interview, the case highlights how pre-service teachers' identities formation was positioned and shaped by university-school internship. Finding suggests that pre-service teachers perceive challenging to their self-positioning as English teachers in the classroom, varies positional identities to their school context (e.g. supervisor, mentor, colleagues, etc.), and sometimes conflicting identities. Through discussion of excerpts from the teachers' narrative, the study argues that the negotiation between multiple identities and positioning are necessary part of the construction of identity of pre-service teachers as they are newcomers in the field of teaching. The analysis presented provides implications for teachers, pre-service teachers of English language, and teacher education. [This paper was published in: The 2nd International Conference on Applied Liberal Arts (ICAA2019): Liberal Arts for Interdisciplinary Practice and Research (p. 143-151). Bangkok, Thailand: Faculty of Liberal Arts, King Mongkut's Institute of Technology Ladkrabang.] (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01