ABSTRACT This study addresses how problem-posing seminars provided room for preservice teachers (PSTs) to navigate the disconnect between theory and practice, facilitating reflection on their experiences, and fostering self-efficacy as novice English teachers. Viewing student teaching as identity construction, the authors applied the lens of Lensmire’s “voice as project” to written reflections of problem-posing seminar participation, exploring perceptions of self-efficacy in teaching. Written reflections indexed themes present in the larger data set generated from problem-posing seminars: the transitional nature of the student teacher field experience, the emerging reliance on a dialogic pedagogy, and their burgeoning sense of agency in the classroom. The problem-posing framework can be an integral scaffold supporting English teachers’ efforts to enact a dialogic pedagogy or other student-centered frameworks for teaching, establishing spaces where the mosaic of different facets of experience is valued and enables teacher and student alike to define their voices and determine their own trajectories.

中文翻译：

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通过对话式问题提出研讨会提高职前教师的效能

摘要 本研究探讨了提出问题的研讨会如何为职前教师 (PST) 提供空间来驾驭理论与实践之间的脱节，促进对其经验的反思，并培养作为英语新手教师的自我效能。将学生教学视为身份建构，作者将 Lensmire 的“声音作为项目”的镜头应用于提出问题的研讨会参与的书面反映，探索对教学中自我效能的看法。书面反思索引了问题提出研讨会产生的更大数据集中存在的主题：学生教师现场经验的过渡性质，对对话教学法的新兴依赖，以及他们在课堂上迅速发展的代理意识。