Exploring the Role of Identity Construction, Teaching Skills, and Professional Discourse & Awareness: A Study from a Language Methodology Course for EFL Preservice Teachers

Autor/in	Chinokul, Sumalee
Titel	Exploring the Role of Identity Construction, Teaching Skills, and Professional Discourse & Awareness: A Study from a Language Methodology Course for EFL Preservice Teachers
Quelle	In: LEARN Journal: Language Education and Acquisition Research Network, 14 (2021) 2, S.427-450 (24 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2630-0672
Schlagwörter	Preservice Teachers; Second Language Learning; Second Language Instruction; English (Second Language); Self Concept; Professional Identity; Language Teachers; Teacher Education Programs; Teaching Skills; Case Studies; Pedagogical Content Knowledge; Self Evaluation (Individuals); Communities of Practice; Language Usage; Classroom Communication; Teaching Methods; Teacher Competencies; Lesson Plans; Doctoral Students; Instructional Materials; Teacher Educators; Thinking Skills + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Selbstkonzept; Language teacher; Sprachunterricht; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Case study; Fallstudie; Case Study; Pädagogische Kompetenz; Community; Sprachgebrauch; Klassengespräch; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrkunst; Lesson planning; Unterrichtsplanung; Doctoral studies; Doctorate studies; Student; Students; Doctoral candidate; Doktorandenprogramm; Schüler; Schülerin; Studentin; Doktorand; Doktorandin; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Denkfähigkeit
Abstract	This article discusses the role of identity construction, teaching skills, and professional discourse and awareness in language teacher education. The aim is to explore and conceptualize the underlying principles, and explain how these three essential elements help EFL preservice teachers learn how to teach. Evidence gained from the four case studies is employed to highlight these three elements in support of the argument of the main inquiry: What sources of knowledge and skills should be prepared for EFL preservice teachers in a language methodology course? Self-evaluation and constant questioning of the 'self as teacher' may help preservice teachers in strengthening their identity construction. Preservice teachers benefit from participating in a community of practice, which fosters improvement of their teaching skills and strategies, as well as their co-construction of professional knowledge. They become aware of, and increase their ability to communicate effectively, based on the norms and standards required by their professional discourse community. These opportunities help increase their confidence and facilitate the use of the target language in the classroom, while learning to be teacher. (As Provided).
Anmerkungen	Language Institute of Thammasat University. The Prachan Campus, 2 Prachan Road, Bangkok 10200 Thailand. e-mail: learnjournal@gmail.com; Web site: https://www.tci-thaijo.org/index.php/learn
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01