The cognitive, social and emotional processes of teacher identity construction in a pre-service teacher education programme

Rui Eric YUAN, Icy LEE

Research output: Contribution to journalArticles

23 Citations (Scopus)

Abstract

This research investigates how three Government-funded Normal Students constructed and reconstructed their identities in a pre-service teacher education programme in China. Drawing upon data from interviews, field observation and the pre-service teachers’ written reflections, the study explores the cognitive, social and emotional processes of their teacher identity construction. The findings of the study suggest that pre-service language teachers develop and modify their identities through engaging in cognitive learning, interacting with different socialising factors and experiencing various emotions in university coursework and teaching practicum. The paper concludes with some implications for language teacher education and pre-service teacher education. Copyright © 2014 Taylor & Francis.
Original languageEnglish
Pages (from-to)469-491
JournalResearch Papers in Education
Volume30
Issue number4
Early online date02 Jul 2014
DOIs
Publication statusPublished - 2015

Citation

Yuan, R., & Lee, I. (2015). The cognitive, social and emotional processes of teacher identity construction in a pre-service teacher education programme. Research Papers in Education, 30(4), 469-491. doi: 10.1080/02671522.2014.932830.

Keywords

  • Teacher identity
  • Pre-service language teachers

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