Multimodal Postcards to Future Selves: Exploring Pre-Service Language Teachers' Process of Transformative Learning during One-Year Teacher Education Programme

Autor/in	Maijala, Minna
Titel	Multimodal Postcards to Future Selves: Exploring Pre-Service Language Teachers' Process of Transformative Learning during One-Year Teacher Education Programme
Quelle	In: Innovation in Language Learning and Teaching, 17 (2023) 1, S.72-87 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Maijala, Minna)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1750-1229
DOI	10.1080/17501229.2021.1919683
Schlagwörter	Transformative Learning; Self Concept; Self Esteem; Language Teachers; Second Language Learning; Second Language Instruction; Teacher Education Programs; Pedagogical Content Knowledge; Foreign Countries; Personal Narratives; Teacher Motivation; Teacher Student Relationship; Mentors; Cooperating Teachers; Creative Teaching; Learning Processes; Learning Theories; Visual Aids; Finland + Suchen Sie Ihr Suchwort? Pädagogische Transformation; Selbstkonzept; Self-esteem; Selbstaufmerksamkeit; Language teacher; Sprachunterricht; Zweitsprachenerwerb; Fremdsprachenunterricht; Pädagogische Kompetenz; Ausland; Erlebniserzählung; Teacher student relationships; Lehrer-Schüler-Beziehung; Co-operation; Cooperation; Teacher; Teachers; Kooperation; Lehrer; Lehrerin; Lehrende; Creative thinking; Teaching; Kreatives Denken; Unterricht; Learning process; Lernprozess; Learning theory; Lerntheorie; Anschauungsmaterial; Finnland
Abstract	Given that teaching is a complex task and that teacher education programmes (TEPs) are usually short, it can be difficult to examine the learning process of pre-service teachers. Based on an analysis of previous studies and empirical research, this study examines the learning process of trainee language teachers during a TEP at a Finnish university. Narrative-like visual and written data were collected from the trainee teachers at the onset (N = 51) and end (N = 43) of the one-year TEP. These multimodal data were qualitatively analysed using transformative learning as the theoretical framework. The results of the study revealed that the trainee teachers encountered several disorienting dilemmas at the start of the programme, mostly related to self-esteem as a teacher, classroom work, and subject-matter knowledge. The change during the TEP was seen especially in the increase of self-confidence and in the motivation to work with learners. Additionally, the findings showed that trainees needed more support from their mentoring teachers, especially in terms of working more creatively in the classroom. Moreover, our study provides a method for how pre-service teachers' learning processes can be captured and reflected during the TEP. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01