Examining the Evolution of ESL Preservice Teachers' Metaphorical Epistemology During Clinical Experiences

• In Event: 81.033 - MTCC Roundtable Session 38
  In Roundtable Session: 81.033-10 - Lives of Teachers SIG Roundtable: Teacher Candidates and Early Career Studies

Abstract

This study examined 20 ESL preservice teacher’s written reflections regarding the change of their metaphorical epistemologies in the U.S. Specifically, through iterative discourse analysis, this paper reveals several salient themes pertaining to ESL preservice teachers’ epistemological understandings including ESL teaching, ESL teacher professional identity positioning, and the cultivation of reflective practice. First, most of the participants in this study developed the cognitivist/constructivist and situative/socio-historical metaphorical epistemologies on ESL teaching. Second, the participants’ metaphorical epistemology changed from pre-reflection and surface reflection to pedagogical reflection. Third, the participants modeled the dispositions necessary for ESL teachers during the clinical experiences, which contributes to their professional identity construction. Implications for facilitating ESL preservice teachers’ field experiences through metaphorical epistemology are discussed.

Authors

• Gang Zhu, East China Normal University

• Mary F. Rice, The University of New Mexico