The Cognitive, Social and Emotional Processes of Teacher Identity Construction in a Pre-Service Teacher Education Programme

Autor/inn/en	Yuan, Rui; Lee, Icy
Titel	The Cognitive, Social and Emotional Processes of Teacher Identity Construction in a Pre-Service Teacher Education Programme
Quelle	In: Research Papers in Education, 30 (2015) 4, S.469-491 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0267-1522
DOI	10.1080/02671522.2014.932830
Schlagwörter	Preservice Teacher Education; Language Teachers; Professional Identity; Interviews; Observation; Emotional Response; Socialization; Student Attitudes; Foreign Countries; Correlation; English (Second Language); Second Language Learning; Second Language Instruction; Mentors; Secondary School Teachers; Teaching Methods; Schemata (Cognition); Practicums; Qualitative Research; China + Suchen Sie Ihr Suchwort? Lehramtsstudiengang; Lehrerausbildung; Language teacher; Sprachunterricht; Interviewing; Interviewtechnik; Beobachtung; Emotionales Verhalten; Socialisation; Sozialisation; Schülerverhalten; Ausland; Korrelation; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Cognition; Schema; Kognition; Practicum; Praktikum; Praktika; Qualitative Forschung
Abstract	This research investigates how three Government-funded Normal Students constructed and reconstructed their identities in a pre-service teacher education programme in China. Drawing upon data from interviews, field observation and the pre-service teachers' written reflections, the study explores the cognitive, social and emotional processes of their teacher identity construction. The findings of the study suggest that pre-service language teachers develop and modify their identities through engaging in cognitive learning, interacting with different socialising factors and experiencing various emotions in university coursework and teaching practicum. The paper concludes with some implications for language teacher education and pre-service teacher education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01