Learning to teach and teaching to learn : the experiences of non-native speaking student teachers
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The purpose of this case study was to examine how three undergraduate, preservice foreign language teachers' motives, sense of teacher identity, use and appropriation of teaching resources developed during the student teaching experience. Central to this study was an examination of participants’ beliefs about language learning and teaching, their motivations as language learners and teachers, and beliefs about target language use. Data were collected using student teachers’ interviews, blogs, lesson plans, and artifacts design from the student teachers. The cooperating teachers and a university supervisor were also interviewed. Triangulation and case study analysis (Merriam, 2009; Stake, 1995; Yin, 2009) revealed patterns in the student teachers’ backgrounds such as their successes as language learners, their high levels of motivation to become language teachers, and their desire to use a good deal of target language in teaching. Results indicated that the student teaching experience was highly impacted by individual differences among the student teachers, the role of the cooperating teacher and context of the host classroom, and the requirements of the student teaching program. The student teachers were highly reflective on their teaching beliefs and professional identity development throughout the student teaching experience and all three participants identified clear goals for their first teaching job. Additionally, the requirements of the university and certification considerations caused the participants to emphasize target language, cultural knowledge, and teaching behaviors during their student teaching experience.
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