ABSTRACT

This study explored the co-constitutive influence of past experiences, present engagement in practice, and future self-images on the identity reconstruction of three novice language teachers. Drawing on practicum journals and narratives over a three-year period, the study explores the process of teacher identity reconstruction from the teacher education programme to the second year of teaching. The findings show how critical studentship experiences guided the teachers’ career identity as prospective teachers and how this identity turned into a site of dissonance between practicum experiences and the identity constructed in practice. In particular, context functioned as a main source of teachers’ resisted identities, emotional conflicts and turnover intentions. Moreover, the findings highlight the significance of creating a nexus between teacher education programmes and actual teaching practices. We provide implications and pedagogical alternatives for establishing such a nexus to facilitate student teachers’ transition to the teaching practice and reduce the associated tensions.

摘要

本研究探讨了过去的经历、目前的实践参与和未来的自我形象对三位新手语言教师身份重建的共同构成影响。该研究利用三年的实习日记和叙述，探讨了从教师教育计划到第二年教学的教师身份重建过程。研究结果表明，关键的学生经历如何引导教师作为未来教师的职业身份，以及这种身份如何变成实习经历与实践中建构的身份之间的不协调点。特别是，情境是教师抵制身份、情感冲突和离职意向的主要来源。而且，调查结果强调了在教师教育计划和实际教学实践之间建立联系的重要性。我们为建立这种联系提供了启示和教学替代方案，以促进学生教师向教学实践的过渡并减少相关的紧张局势。