Status versus Nature of Work: Pre-Service Language Teachers Envisioning Their Future Profession

Autor/inn/en	Ruohotie-Lyhty, Maria; Pitkänen-Huhta, Anne
Titel	Status versus Nature of Work: Pre-Service Language Teachers Envisioning Their Future Profession
Quelle	In: European Journal of Teacher Education, 45 (2022) 2, S.193-212 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Ruohotie-Lyhty, Maria) ORCID (Pitkänen-Huhta, Anne)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0261-9768
DOI	10.1080/02619768.2020.1788535
Schlagwörter	Professional Identity; Faculty Development; Preservice Teachers; Language Teachers; Teacher Education Programs; Content Analysis; Visualization; Second Language Learning; Second Language Instruction; Student Attitudes; Futures (of Society); Foreign Countries; Career Choice; Freehand Drawing; Comparative Analysis; Finland + Suchen Sie Ihr Suchwort? Language teacher; Sprachunterricht; Inhaltsanalyse; Visualisation; Visualisierung; Zweitsprachenerwerb; Fremdsprachenunterricht; Schülerverhalten; Future; Society; Zukunft; Ausland; Drawing; Zeichnen; Finnland
Abstract	Considering the central role of identity in understanding teacher development, this paper addresses the ways in which pre-service language teachers envision their identities as future professionals. The paper is based on a qualitative study of 61 students' visualisations of their future work during their first semester in language teacher education. The visualisations and accompanying descriptive texts were analysed using the principles of qualitative content analysis. In the analysis, two different ways of perceiving future professions, and thereby identities as professionals, were identified. The first was a nature-oriented perspective that focused on desired characteristics of the profession, its activities, environment and social relationships, and the other a status-oriented perspective that focused on the societal status of the profession. The nature-oriented perspective was further divided into three subcategories that illustrated different career options. The implications of the different ideal professional selves for teacher education are also highlighted. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01