Becoming a Language Teacher: EFL Preservice Teacher Emerging Identities and Tensions (Poster 1)

• In Event: AERA Poster Session Twelve
  In Poster Session: Teacher and Teacher Preparation Poster Session One

Abstract

This presentation reports the findings of ethnographic case studies on how Indonesian EFL pre-service teachers construct, negotiate, and enact their identities and what tensions emerge during teaching preparation course. We use multiple sources of data including a preliminary questionnaire, classroom observations and fieldnotes, analysis of PSTs’ teaching practices, and interviews. The findings show that they construct, negotiate, and enact their identities through their classroom interactions, teaching practices to their peers, and teaching materials. In addition, two identified tensions are mainly related to their assigned vs claimed and language-related identities. The findings imply that mentoring, scaffolding, and reflective practice are three crucial aspects to better prepare their future teaching practice in real school settings.

Authors

• Yuseva Ariyani Iswandari, The Ohio State University
  Presenting Author

• Sidrah Rachman
  Presenting Author

• Lanoke Intan Paradita, Universitas Muhammadiyah Yogyakarta
  Presenting Author