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Motivations And Concerns: Voices From Pre-Service Language Teachers, Suzan Kavanoz, Hatice G. Yüksel
Motivations And Concerns: Voices From Pre-Service Language Teachers, Suzan Kavanoz, Hatice G. Yüksel
Australian Journal of Teacher Education
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 …
Project Evidence: Responding To The Changing Professional Learning Needs Of Mentors In Initial Teacher Education, Jeanne Maree Allen, Simone White, Cheryl Sim
Project Evidence: Responding To The Changing Professional Learning Needs Of Mentors In Initial Teacher Education, Jeanne Maree Allen, Simone White, Cheryl Sim
Australian Journal of Teacher Education
This positioning paper seeks to contribute to the knowledge base of the changing professional learning needs of supervising or mentor teachers in initial teacher education. To do so, we draw from the work of Project Evidence, an Australian Office of Learning and Teaching funded project, designed to support teacher education through the development of a professional learning website. Our focus in this paper is our growing understanding of the complex work of teachers as they navigate new supervisory and mentoring roles in the current education context of high stakes standardisation. We examine the implications for their changing work practices within …