Academic Journal
Certified but Not Qualified? EFL Pre-Service Teachers in Liminality
| العنوان: | Certified but Not Qualified? EFL Pre-Service Teachers in Liminality |
|---|---|
| اللغة: | English |
| المؤلفون: | Chang, Yu-jung |
| المصدر: | Journal of Language, Identity, and Education. 2018 17(1):48-62. |
| الاتاحة: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 15 |
| تاريخ النشر: | 2018 |
| نوع الوثيقة: | Journal Articles Reports - Research |
| Education Level: | Higher Education |
| Descriptors: | English (Second Language), Second Language Learning, Second Language Instruction, Language Teachers, Professional Identity, Practicums, Preservice Teachers, Teacher Certification, Teacher Education, High Stakes Tests, Teacher Recruitment, Teacher Selection, Foreign Countries, Interviews |
| مصطلحات جغرافية: | Taiwan |
| DOI: | 10.1080/15348458.2017.1401929 |
| تدمد: | 1534-8458 |
| مستخلص: | Research on novice ESL/EFL teachers' identity development often characterizes the teaching practicum/internship as a boundary-crossing period in which pre-service teachers move out of the sheltered environment of education to become in-service teachers in real classrooms. Nevertheless, many prospective teachers experience a prolonged pre-service period in which an examination-based selection mechanism is used to gatekeep teacherdom. Through the lens of "liminality," the study explores the experiences of two Taiwanese pre-service secondary EFL teachers during a period filled with high-stakes recruitment examinations. By examining how the two participants negotiate their identities and learn about the profession amid the disheartening challenges and learning opportunities they face during liminality, the study gives voice to pre-service teachers caught in between institutional structures and allows them to articulate their struggles as well as their sense of agency in pursuing a teaching career. The findings yield practical implications for EFL teacher education and the examination-based selection mechanism. |
| Abstractor: | As Provided |
| Number of References: | 46 |
| Entry Date: | 2018 |
| رقم الانضمام: | EJ1169913 |
| قاعدة البيانات: | ERIC |
| تدمد: | 1534-8458 |
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| DOI: | 10.1080/15348458.2017.1401929 |