Four Spheres of Student-Teachers' Professional Identity Formation through Learning about Curriculum Development

Autor/in	Banegas, Darío Luis
Titel	Four Spheres of Student-Teachers' Professional Identity Formation through Learning about Curriculum Development
Quelle	In: Journal of Education for Teaching: International Research and Pedagogy, 49 (2023) 3, S.370-383 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0260-7476
DOI	10.1080/02607476.2022.2105644
Schlagwörter	Student Teachers; Professional Identity; Teacher Education Programs; Foreign Countries; English (Second Language); Second Language Learning; Second Language Instruction; Language Teachers; Curriculum Development; Foreign Students; Graduate Students; Masters Programs; Educational Practices; Professional Autonomy; Student Teacher Attitudes; United Kingdom + Suchen Sie Ihr Suchwort? Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Ausland; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Language teacher; Sprachunterricht; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Magister course; Magisterstudiengang; Bildungspraxis; Berufsfreiheit; Großbritannien
Abstract	Teachers' professional identity is multifaceted and fluctuating, and while it is formally developed during initial teacher preparation, it is influenced by experiences before and beyond teaching programmes. The aim of this paper is to investigate the extent to which a module on language curriculum development may influence the professional identity formation of international and UK student-teachers enrolled in a master's programme in teaching English to speakers of other languages at a UK university. The study was carried out with 30 student-teachers in 2021, and data were collected from an ecological perspective as data sets came from the regular module delivery. Findings show that the student-teachers articulated four spheres of professional identity. Located in the past, the language learner identity helped them reflect on good practices. Their present student-teacher identity was characterised by their acknowledgement of language education as a research-informed area. Drawing on these two spheres, they displayed two future spheres of professional identity: teacher identity and curriculum developer identity. The latter demonstrates that the module not only enabled the participants to imagine a new career path but also helped them reflect on their anticipatory agency and self-efficacy. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01