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ERIC Number: EJ1151798
Record Type: Journal
Publication Date: 2017-Aug
Pages: 20
Abstractor: As Provided
ISSN: ISSN-0313-5373
Motivations and Concerns: Voices from Pre-Service Language Teachers
Kavanoz, Suzan; Yüksel, Hatice G.
Australian Journal of Teacher Education, v42 n8 Article 4 p43-61 Aug 2017
Contemporary interactionist theories conceive identity formation as a dynamic process that is continuously co-constructed within a social context. For pre-service language teachers, teacher education programs constitute the context in which their professional identities are formed. This cross-sectional qualitative study aims at exploring variations in pre-service language teachers' motivations, and concerns in order to understand how their identity is developed throughout teacher education programs. Data were collected from 121 pre-service language teachers at a state university in Turkey through their written reports. The differences across years with respect to their motivations and concerns indicated that as pre-service language teachers proceed along their education; their professional identity does not remain stable. The fluctuations observed among different year levels demonstrate the interplay between the context and the self. We suggest that these personal attributes need to be monitored in order to enhance language teacher education programs.
Edith Cowan University. Bradford Street, Mount Lawley, West Australia 6050, Australia. Web site:
Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Turkey
Grant or Contract Numbers: N/A