L2 teacher selves and motivational dialogues: A longitudinal case study of an English pre-service teacher in China

IF 3.9 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Teaching and Teacher Education Pub Date : 2025-07-15 DOI:10.1016/j.tate.2025.105142

Yue Zhang , Prem Phyak

引用次数: 0

Abstract

This article investigates the intricate interplay between selves and motivational dialogues of an English pre-service teacher (PST) in China. It reports a 15-month longitudinal case study that examines how a PST (Cath) constructs and negotiates dual selves as an L2 learner and teacher in the process of becoming a teacher. The findings elucidate a complex dynamic of selves wherein Cath's social motivation to become a competent English teacher has not transformed into self-determined motivation, stymied by institutional ideologies that prioritized L2 learner selves. Based on these findings, we propose a model that explains conflicts between PSTs' selves and motivational dialogues in L2 PST education programs.

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第二语言教师自我与激励性对话：一名中国英语职前教师的纵向个案研究

本文研究了一位中国英语职前教师的自我对话与动机对话之间错综复杂的相互作用。它报告了一项为期15个月的纵向案例研究，研究了PST （Cath）在成为教师的过程中如何构建和协调作为第二语言学习者和教师的双重自我。这些发现阐明了一种复杂的自我动态，在这种动态中，Cath成为一名称职的英语教师的社会动机并没有转化为自我决定的动机，这受到了优先考虑第二语言学习者自我的制度意识形态的阻碍。基于这些发现，我们提出了一个模型来解释第二语言PST教育计划中PST自我与动机对话之间的冲突。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Teaching and Teacher Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

6.50

自引率

12.80%

发文量

294

审稿时长

86 days

期刊介绍： Teaching and Teacher Education is an international journal concerned primarily with teachers, teaching, and/or teacher education situated in an international perspective and context. The journal focuses on early childhood through high school (secondary education), teacher preparation, along with higher education concerning teacher professional development and/or teacher education. Teaching and Teacher Education is a multidisciplinary journal committed to no single approach, discipline, methodology, or paradigm. The journal welcomes varied approaches (qualitative, quantitative, and mixed methods) to empirical research; also publishing high quality systematic reviews and meta-analyses. Manuscripts should enhance, build upon, and/or extend the boundaries of theory, research, and/or practice in teaching and teacher education. Teaching and Teacher Education does not publish unsolicited Book Reviews.