“Pedagogically speaking, I’m doing the right things”: three preservice ESOL teachers’ identity formation

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Abstract

While research on language teacher identities is growing, there is relatively little empirical evidence about the contributions of teaching practicum experiences to preservice ESOL teachers’ identity formation. To address this gap, the present study examines the cases of three preservice ESOL teachers in an intensive 13-month MATESOL program. Utilizing communities of practice as theoretical lens, it conceptualizes identity negotiation as integral part of teacher learning, growth and practice. The findings suggest that preservice ESOL teachers’ experiences in school setting afforded them the opportunity to fashion, experiment, and enact their teacher identities by negotiating classroom authority and ownership of students, work space, and emotional responses to teaching incidents. Those findings point to the nexus of social and individual dynamics in teacher identity construction as well as the complexities of teacher learning, cognitions, and emotions. They implicate changes in language teacher preparation to integrate identity as a framework to orchestrate teacher education practices.

Author Biographies

Bedrettin Yazan, The University of Alabama

Bedrettin Yazan is an Assistant Professor of educational linguistics at the University of Alabama, Tuscaloosa. His research focuses on language teacher learning and identity, language policy and planning, World Englishes, and collaboration between ESL and mainstream teachers. His recent work appears in Action in Teacher Education, Linguistics and Education, Critical Inquiry in Language Studies, and TESOL Journal. He recently co-edited a book entitled Criticality, teacher identity, and (in)equity in English language teaching: Issues and implications. He is a former teacher of English as a foreign language.

Megan Madigan Peercy, University of Maryland

Megan Madigan Peercy is Associate Professor at the University of Maryland. Her research focuses on preparation and development of teachers throughout their careers, as they work with linguistically and culturally diverse learners. She is deeply invested in understanding the ways in which practice and theory can be in dialogue. Her recent work appears in Teaching and Teacher Education, Action in Teacher Education, TESOL Journal, and the forthcoming second edition of the International Handbook of Self-Study of Teaching and Teacher Education. Dr. Peercy is associate editor for the International Multilingual Research Journal. She is a former ESOL and Spanish teacher.

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Published

22-08-2018

Issue

Vol. 3 (2018): Language education, teacher learning, and professional development (Special Issue)

Section

Articles

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Copyright (c) 2018 Bedrettin Yazan, Megan Madigan Peercy

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