Understanding Pre-Service Efl Teachers' Identity Construction

This book is about how three EFL student teachers constructed and reconstructed their professional identities in a pre-service teacher education program 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 socializing factors and experiencing various emotions in university coursework and teaching practicum. The book also offers some implications for second language teacher education and pre-service teacher education.