Pre-Service English Language Teachers’ Levels of Reflectivity during the Process of Identity Construction in Pedagogical Practicum: A Snowball

IF 0.4 Q4 EDUCATION & EDUCATIONAL RESEARCH How-A Colombian Journal for Teachers of English Pub Date : 2021-07-17 DOI:10.19183/HOW.28.2.562
Angélica María Pita-Castro, Yury Alicia Castiblanco-Rincón
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引用次数: 1

Abstract

This research study is about the way pre-service English language teachers’ levels of reflectivity, proposed by Van Manen, give an account of the construction of their identity as language teachers during their pedagogical practicum in a BA program of English Language Teaching at a private university in Bogota, Colombia. This study follows the principles of narrative research to explore the way the participants live their pedagogical practicum experience. Data were collected from the participants’ reflective journals and audio-recorded semi-structured interviews. Findings reveal that pre-service English language teachers possess a level of reflectivity, although they are unaware of it at the beginning of their pedagogical practicum. Thus, their identities as language teachers are constructed depending on the context, the people that are around them, and the specific time; hence, the levels of reflectivity as proposed by Van Manen are set in an incognito manner.
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职前英语教师在教育实践身份建构过程中的反思水平
本研究是关于Van Manen提出的职前英语教师的反射率水平如何在哥伦比亚波哥大一所私立大学英语语言教学学士学位课程的教学实践中描述他们作为语言教师的身份建构。本研究遵循叙事研究的原则,探讨参与者的教学实习体验。数据收集自参与者的反思日志和录音半结构化访谈。研究结果表明,职前英语教师具有一定程度的反射率,尽管他们在教学实践开始时并没有意识到这一点。因此,他们作为语言教师的身份是根据语境、周围的人以及特定的时间来构建的;因此,Van Manen提出的反射率水平以一种不为人知的方式设定。
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来源期刊
How-A Colombian Journal for Teachers of English
How-A Colombian Journal for Teachers of English EDUCATION & EDUCATIONAL RESEARCH-
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0.00%
发文量
21
审稿时长
16 weeks
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