A Metaphor Analysis of Preservice EFL Teachers’ Beliefs regarding Professional Identity
Title
A Metaphor Analysis of Preservice EFL Teachers Beliefs regarding Professional Identity
A Metaphor Analysis of Preservice EFL Teachers Beliefs regarding Professional Identity
Keywords: preservice teacher, teacher belief, teacher cognition, professional identity, activity theory, conceptual metaphor theory
Authors
Toshinobu Nagamine
Prefectural University of Kumamoto, Japan
Toshinobu Nagamine
Prefectural University of Kumamoto, Japan
Bio Data
Toshinobu Nagamine is currently Associate Professor in the Department of English Language & Literature at Prefectural University of Kumamoto, Japan, where he teaches English phonetics, English linguistics, and EFL teacher education courses. He holds a Ph.D. in Composition & TESOL from Indiana University of Pennsylvania, USA. His research interests include teacher development, pronunciation pedagogy and theory, and grammar pedagogy and theory.
Abstract
This research investigated preservice EFL teachers beliefs about their roles as English teachers in Japan. Objectives were three-fold: (a) to elucidate preservice EFL teachers beliefs regarding professional identity through a metaphor analysis in three research phases (i.e., pre-, mid-, and post-practicum phases), (b) to explore preservice EFL teachers underlying beliefs hidden behind metaphors, particularly regarding professional identity in the three research phases, and thereby (c) to examine preservice EFL teachers professional identity formation observed during the term of the investigation. Primary participants were four university students who were to start three-week supervised teaching practica. It was found that their beliefs about professional identity were greatly influenced by their practicum experience. This implies that the mid-practicum phase was the critical period for the reconstruction of their beliefs.
This research investigated preservice EFL teachers beliefs about their roles as English teachers in Japan. Objectives were three-fold: (a) to elucidate preservice EFL teachers beliefs regarding professional identity through a metaphor analysis in three research phases (i.e., pre-, mid-, and post-practicum phases), (b) to explore preservice EFL teachers underlying beliefs hidden behind metaphors, particularly regarding professional identity in the three research phases, and thereby (c) to examine preservice EFL teachers professional identity formation observed during the term of the investigation. Primary participants were four university students who were to start three-week supervised teaching practica. It was found that their beliefs about professional identity were greatly influenced by their practicum experience. This implies that the mid-practicum phase was the critical period for the reconstruction of their beliefs.
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See page: 141 – 171
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Category: Main Editions, Special Editions, Volume 14 Issue 2
