January 2008
Waikato Journal of Education;2008/2009, Vol. 14, p5
Academic Journal
Researchers have identified the importance of understanding language teacher identity in order to understand more about language teacher education (Johnston, Pawan, & Mahan-Taylor, 2005; Varghese, Morgan, Johnston, & Johnson, 2005). The role of previous experience in shaping language teacher identity and beliefs and practices has been commented on by many writers (e.g., Crandall, 2000; Freeman & Johnson, 1998). This paper reports on themes from semi-structured interviews conducted individually with four pre-service teachers of additional languages in the first stage of a longitudinal study of an Additional Language Teacher Education (ALTE) paper in a New Zealand tertiary institution. Results show that prior experience was pivotal to their conceptions of language teacher identity both prior to and after completion of the ALTE paper. The potential role of the ALTE paper in creating a wider net for students' experiences which could be drawn upon and incorporated into their conception of language teacher identity is discussed.


Related Articles

  • Exploring Student Teachers' Beliefs about Language Learning and Teaching: A Longitudinal Study. Sinan Özmen, Kemal // Current Issues in Education;1/1/2012, Vol. 15 Issue 1, p1 

    This paper presents a four-year longitudinal study of student teachers' beliefs about language learning and teaching over the course of an English teacher education (ELT) program. The study attempts to track possible changes in the beliefs and to analyze the impact of an ELT pre-service program...

  • Reflection before action: Students' perceptions of selected aspects of the language teaching profession. MICHOŃSKA-STADNIK, ANNA // Glottodidactica;2019, Vol. 46 Issue 1, p73 

    The study explores trainee teachers' opinions on selected aspects of the language teaching profession. Reflecting on the reasons for becoming a teacher, on a language teacher's professional qualities, and on the positive and negative aspects of the profession appears to be necessary at the...

  • Profession or passion?: Teaching Chinese in London Chinese complementary schools. Danlu Wang // London Review of Education;Mar2014, Vol. 12 Issue 1, p34 

    As academic interest in Chinese complementary schools has grown, insufficient attention has been paid to the role and experiences of teachers working in these schools. This paper has drawn from accounts of Chinese complementary schoolteachers in London, together with the author's personal...

  • Developing pedagogies in pre-service teachers to cater for diversity: Challenges and ways forward in initial teacher education. MILLS, CARMEN // International Journal of Pedagogies & Learning;Dec2013, Vol. 8 Issue 3, p219 

    Given the changing demographics of student populations in contemporary Western societies, the need for all teachers to better understand and work with difference productively has become increasingly critical. While the development of socially just pedagogies in pre-service teachers takes on...

  • A Phenomenological Study of TEEMS Program Student Teachers’ Perceptions of their Impact on Student Achievement. Patterson, Nikita; Okoka, Clara Nosegbe; Thomas, Christine // Conference Papers -- Psychology of Mathematics & Education of No;2004 Annual Meeting, Toronto, CA, p1 

    An ongoing debate in this country is whether or not non-traditional approaches to teacher education are producing high quality teachers (Darling-Hammond, 2003). Investigations into the quality of teacher education programs have led to the listing of criteria for high quality preparation...

  • Whole Language--What a Bargain! Espe, Cathie; Worner, Cindy Carlson; Hotkevich, Maureen Myers // Educational Leadership;Mar1990, Vol. 47 Issue 6, p45 

    Focuses on the benefits of the whole-language approach. Description of the whole-language approach; Advantages of adoption of the approach for student development; Estimated cost of a basal reading program; Narration of the strategies employed by the teachers in incorporating the whole-language...

  • A Longitudinal Study Investigating Relations Between Stages of Effective Teaching, Teaching Experience, and Teacher Professional Development Approaches. Antoniou, Panayiotis // Journal of Classroom Interaction;2013, Vol. 48 Issue 2, p25 

    This paper refers to a group randomization longitudinal study aimed to identify stages of effective teaching. A sample of primary teachers was followed over two consecutive school years and three measurements of quality of teaching were obtained. During the first school year, teachers were...

  • The transition to secondary school geometry: can there be a “chain of school mathematics”? Sdrolias, Konstantinos A.; Triandafillidis, Triandafillos A. // Educational Studies in Mathematics;Feb2008, Vol. 67 Issue 2, p159 

    Students mainly perceive the transition to secondary school as an opportunity to start their school career anew. Reality often proves them wrong, especially in the case of mathematics. In our paper, we briefly discuss children’s transition to secondary school as both an opportunity and a...

  • (GUIDANCE) DoEd Designs New Teacher Survey.  // Children & Youth Funding Report;8/21/2009, p8 

    The article reports that the U.S. Education Department (DoEd) has planned a survey that will follow and record the experiences of a sample of new school teachers. It is stated that the New Teacher Longitudinal Survey will follow a sample of public school teachers who were in their first year of...


Read the Article


Sorry, but this item is not currently available from your library.

Try another library?
Sign out of this library

Other Topics