This research explores the identity construction of two pre-service language teachers through their interactions with school mentors and university supervisors during their teaching practicum. Informed by self-discrepancy theory and possible-selves theory, the findings demonstrate how negative mentoring dismantled the student teachers' ideal identities (e.g., “a communicative teacher” and “an active learner”) and created different ought (e.g., “a follower”) and feared (e.g., “a controlling teacher”) identities, which impinged on their professional learning and growth. This study concludes with practical implications on how to promote the effectiveness of mentoring to facilitate pre-service teachers' learning to teach. Copyright © 2016 Elsevier Ltd.
|Journal||Teaching and Teacher Education|
|Early online date||Jan 2016|
|Publication status||Published - Apr 2016|
CitationYuan, E. R. (2016). The dark side of mentoring on pre-service language teachers' identity formation. Teaching and Teacher Education, 55, 188-197.
- Student teacher identity
- Teaching practicum