ERIC Number: EJ1166903
Record Type: Journal
Publication Date: 2018
Pages: 8
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1916-4742
EISSN: N/A
Available Date: N/A
Investigating Pre-Service EFL Teachers' Self-Concepts within the Framework of Teaching Practicum in Turkish Context
Yilmaz, Cevdet
English Language Teaching, v11 n2 p156-163 2018
The present study aimed at understanding the nature and potential dynamism of five pre-service EFL teachers' self-concepts in the domain of English as a foreign language (EFL). To this end, the effects of pre-service teachers' experiences gained alongside the practicum on their EFL self-concept development were also discussed. Data were generated in a case study research paradigm using journal entries and in-depth interviews. The major themes derived from the analysis of the data were indicative of pre-service teachers' self-beliefs which profoundly affected their EFL self-concept development. These included the passion for English, the use of L1 and L2 in language teaching, and the critical experiences that the pre-service teachers had during the practicum. It was shown how the practicing teachers' EFL self-beliefs can at once be dynamic and also stable, depending on the type of beliefs investigated. The study concludes by suggesting the need to help EFL pre-service teachers to form positive but realistic self-concepts within the framework of EFL teacher training.
Descriptors: Preservice Teachers, Language Teachers, Self Concept, Student Attitudes, English (Second Language), Second Language Learning, Second Language Instruction, Teacher Education, Practicums, Case Studies, Diaries, Interviews, Language Attitudes, Language Usage, Native Language, Foreign Countries, Communicative Competence (Languages), Teaching Methods, Classroom Techniques
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Publication Type: Journal Articles; Reports - Research
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
Author Affiliations: N/A