{"title":"Investigating the role of plurilingual pre-service language teachers’ psychological landscape in their learning-to-teach process","authors":"Lena Cataldo-Schwarzl, Orly Haim, Eva Vetter","doi":"10.1080/07908318.2023.2197237","DOIUrl":null,"url":null,"abstract":"ABSTRACT This cross-national study investigates the role of the plurilingual identity and the psychological landscape, i.e. the psychological disposition of pre-service language teachers in their learning-to-teach process. Thirty multilingual pre-service teachers from Israel and Austria participated in the study (15 from each country). Data sources included language portraits and in-depth semi-structured interviews. Drawing on ecological perspectives, data were analysed qualitatively utilising content analysis. Predominant themes were identified suggesting that pre-service teachers’ plurilingual identity is closely intertwined with their psychological landscape, influencing a wide array of professional development dimensions of their learning-to-teach process.","PeriodicalId":17945,"journal":{"name":"Language, Culture and Curriculum","volume":"36 1","pages":"361 - 383"},"PeriodicalIF":2.4000,"publicationDate":"2023-04-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"1","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Language, Culture and Curriculum","FirstCategoryId":"98","ListUrlMain":"https://doi.org/10.1080/07908318.2023.2197237","RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 1
Abstract
ABSTRACT This cross-national study investigates the role of the plurilingual identity and the psychological landscape, i.e. the psychological disposition of pre-service language teachers in their learning-to-teach process. Thirty multilingual pre-service teachers from Israel and Austria participated in the study (15 from each country). Data sources included language portraits and in-depth semi-structured interviews. Drawing on ecological perspectives, data were analysed qualitatively utilising content analysis. Predominant themes were identified suggesting that pre-service teachers’ plurilingual identity is closely intertwined with their psychological landscape, influencing a wide array of professional development dimensions of their learning-to-teach process.
期刊介绍：
Language, Culture and Curriculum is a well-established journal that seeks to enhance the understanding of the relations between the three dimensions of its title. It welcomes work dealing with a wide range of languages (mother tongues, global English, foreign, minority, immigrant, heritage, or endangered languages) in the context of bilingual and multilingual education and first, second or additional language learning. It focuses on research into cultural content, literacy or intercultural and transnational studies, usually related to curriculum development, organisation or implementation. The journal also includes studies of language instruction, teacher training, teaching methods and language-in-education policy. It is open to investigations of language attitudes, beliefs and identities as well as to contributions dealing with language learning processes and language practices inside and outside of the classroom. Language, Culture and Curriculum encourages submissions from a variety of disciplinary approaches. Since its inception in 1988 the journal has tried to cover a wide range of topics and it has disseminated articles from authors from all continents.
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