The Language Teacher Identity Formation: A Case Study Involving TEFL Undergraduate Students
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Data de Publicação: | 2021 |
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Tipo de documento: | Artigo |
Idioma: | eng |
Título da fonte: | Revista Linguagem em Foco (Online) |
Texto Completo: | https://revistas.uece.br/index.php/linguagememfoco/article/view/5191 |
Resumo: | Becoming a teacher is a process that underlies different aspects and purposes of social interaction and the construction of a professional identity. Student-teachers perception of themselves and their emotional states might differ from what is expected from them or even from their own goals. Therefore, this research attempted to investigate the development of teacher identity formation in Teaching English as a Foreign Language (TEFL) students through their own perception of their professional identity. It was conducted as a case study and the participants were undergraduate students in the last term. An open-ended questionnaire was used to collect data. Practical activities related to teaching and contact with teaching contexts and with students had a positive evaluation on the part of student-teachers regarding the formation of their identity as teachers. This research demonstrates the importance of the practice in the context of teacher training for the establishment and maturation of teacher identity. |
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Revista Linguagem em Foco (Online) |
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The Language Teacher Identity Formation: A Case Study Involving TEFL Undergraduate StudentsA Construção da Identidade do Professor: Um Estudo de Caso Envolvendo Graduandos em Letras-InglêsPrática docenteensino de línguasformação de professoresidentidadeemoçõesTeaching praticelanguage teachingTeacher educationidentityemotionsBecoming a teacher is a process that underlies different aspects and purposes of social interaction and the construction of a professional identity. Student-teachers perception of themselves and their emotional states might differ from what is expected from them or even from their own goals. Therefore, this research attempted to investigate the development of teacher identity formation in Teaching English as a Foreign Language (TEFL) students through their own perception of their professional identity. It was conducted as a case study and the participants were undergraduate students in the last term. An open-ended questionnaire was used to collect data. Practical activities related to teaching and contact with teaching contexts and with students had a positive evaluation on the part of student-teachers regarding the formation of their identity as teachers. This research demonstrates the importance of the practice in the context of teacher training for the establishment and maturation of teacher identity.Tornar-se professor é um processo que perpassa diferentes aspectos da interação social e da construção de uma identidade profissional. A percepção dos alunos-professores sobre si e seus estados emocionais podem divergir das expectativas impostas a eles tal como das suas próprias metas e objetivos. Desta forma, objetivou-se estudar o desenvolvimento da identidade profissional em estudantes de licenciatura em Letras – Língua Inglesa a partir de seus próprios relatos e percepções de si. A pesquisa foi conduzida como um estudo de caso e os participantes eram alunos da graduação em estágios finais do curso. Para coleta de dados, utilizou-se um questionário com perguntas semiabertas. Atividades práticas relacionadas ao ensino e contato com contextos de docência e com alunos tiveram avaliação positiva por parte dos alunos-professores em relação a formação de sua identidade como professores. Essa pesquisa demonstra a importância da prática ainda em contexto de formação para o estabelecimento e maturação identitária docente.EdUECE2021-06-04info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfapplication/epub+ziphttps://revistas.uece.br/index.php/linguagememfoco/article/view/519110.46230/2674-8266-13-5191Revista Linguagem em Foco; Vol. 13 No. 1 (2021): Formação de professores nas interseções entre linguagem, formação e trabalho; 381-402Revista Linguagem em Foco; v. 13 n. 1 (2021): Formação de professores nas interseções entre linguagem, formação e trabalho; 381-4022674-82662176-7955reponame:Revista Linguagem em Foco (Online)instname:Universidade Estadual do Ceará (UECE)instacron:UECEenghttps://revistas.uece.br/index.php/linguagememfoco/article/view/5191/4317https://revistas.uece.br/index.php/linguagememfoco/article/view/5191/4318Copyright (c) 1969 Victoria Oliveira da Silva, Larissa Dantas Rodrigues Borgeshttps://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessSilva, Victoria Oliveira daBorges, Larissa Dantas Rodrigues2021-06-14T18:09:53Zoai:ojs.revistas.uece.br:article/5191Revistahttps://revistas.uece.br/index.php/linguagememfocoPUBhttps://revistas.uece.br/index.php/linguagememfoco/oailinguagememfoco@uece.br||2674-82662176-7955opendoar:2021-06-14T18:09:53Revista Linguagem em Foco (Online) - Universidade Estadual do Ceará (UECE)false |
dc.title.none.fl_str_mv |
The Language Teacher Identity Formation: A Case Study Involving TEFL Undergraduate Students A Construção da Identidade do Professor: Um Estudo de Caso Envolvendo Graduandos em Letras-Inglês |
title |
The Language Teacher Identity Formation: A Case Study Involving TEFL Undergraduate Students |
spellingShingle |
The Language Teacher Identity Formation: A Case Study Involving TEFL Undergraduate Students Silva, Victoria Oliveira da Prática docente ensino de línguas formação de professores identidade emoções Teaching pratice language teaching Teacher education identity emotions |
title_short |
The Language Teacher Identity Formation: A Case Study Involving TEFL Undergraduate Students |
title_full |
The Language Teacher Identity Formation: A Case Study Involving TEFL Undergraduate Students |
title_fullStr |
The Language Teacher Identity Formation: A Case Study Involving TEFL Undergraduate Students |
title_full_unstemmed |
The Language Teacher Identity Formation: A Case Study Involving TEFL Undergraduate Students |
title_sort |
The Language Teacher Identity Formation: A Case Study Involving TEFL Undergraduate Students |
author |
Silva, Victoria Oliveira da |
author_facet |
Silva, Victoria Oliveira da Borges, Larissa Dantas Rodrigues |
author_role |
author |
author2 |
Borges, Larissa Dantas Rodrigues |
author2_role |
author |
dc.contributor.author.fl_str_mv |
Silva, Victoria Oliveira da Borges, Larissa Dantas Rodrigues |
dc.subject.por.fl_str_mv |
Prática docente ensino de línguas formação de professores identidade emoções Teaching pratice language teaching Teacher education identity emotions |
topic |
Prática docente ensino de línguas formação de professores identidade emoções Teaching pratice language teaching Teacher education identity emotions |
description |
Becoming a teacher is a process that underlies different aspects and purposes of social interaction and the construction of a professional identity. Student-teachers perception of themselves and their emotional states might differ from what is expected from them or even from their own goals. Therefore, this research attempted to investigate the development of teacher identity formation in Teaching English as a Foreign Language (TEFL) students through their own perception of their professional identity. It was conducted as a case study and the participants were undergraduate students in the last term. An open-ended questionnaire was used to collect data. Practical activities related to teaching and contact with teaching contexts and with students had a positive evaluation on the part of student-teachers regarding the formation of their identity as teachers. This research demonstrates the importance of the practice in the context of teacher training for the establishment and maturation of teacher identity. |
publishDate |
2021 |
dc.date.none.fl_str_mv |
2021-06-04 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://revistas.uece.br/index.php/linguagememfoco/article/view/5191 10.46230/2674-8266-13-5191 |
url |
https://revistas.uece.br/index.php/linguagememfoco/article/view/5191 |
identifier_str_mv |
10.46230/2674-8266-13-5191 |
dc.language.iso.fl_str_mv |
eng |
language |
eng |
dc.relation.none.fl_str_mv |
https://revistas.uece.br/index.php/linguagememfoco/article/view/5191/4317 https://revistas.uece.br/index.php/linguagememfoco/article/view/5191/4318 |
dc.rights.driver.fl_str_mv |
Copyright (c) 1969 Victoria Oliveira da Silva, Larissa Dantas Rodrigues Borges https://creativecommons.org/licenses/by/4.0 info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 1969 Victoria Oliveira da Silva, Larissa Dantas Rodrigues Borges https://creativecommons.org/licenses/by/4.0 |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf application/epub+zip |
dc.publisher.none.fl_str_mv |
EdUECE |
publisher.none.fl_str_mv |
EdUECE |
dc.source.none.fl_str_mv |
Revista Linguagem em Foco; Vol. 13 No. 1 (2021): Formação de professores nas interseções entre linguagem, formação e trabalho; 381-402 Revista Linguagem em Foco; v. 13 n. 1 (2021): Formação de professores nas interseções entre linguagem, formação e trabalho; 381-402 2674-8266 2176-7955 reponame:Revista Linguagem em Foco (Online) instname:Universidade Estadual do Ceará (UECE) instacron:UECE |
instname_str |
Universidade Estadual do Ceará (UECE) |
instacron_str |
UECE |
institution |
UECE |
reponame_str |
Revista Linguagem em Foco (Online) |
collection |
Revista Linguagem em Foco (Online) |
repository.name.fl_str_mv |
Revista Linguagem em Foco (Online) - Universidade Estadual do Ceará (UECE) |
repository.mail.fl_str_mv |
linguagememfoco@uece.br|| |
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