Imagination， Engagement， Alignment： The Identity of Pre-service Teachers of TCSL during Internship

doi:10. 3969/j. issn. 2096-2266. 2022. 07. 016

Abstract

Abstract:

The teaching practicum of pre-service teachers is a critical period for the construction of self-identity and will have an important impact on personal careers. This research takes the students majoring in Teaching Chinese to Speakers of Other Languages of a certain university as the research object， adopts Wenger's identity theory as the analytical framework， and uses narrative research methods to investigate and study the characteristics and construction process of their identity in the process of practicum. The research results show that the professional identity development of pre-service teachers of TCSL is dynamic and complex. During the internship process， their professional identity is transformed through interaction with the internship school environment， mentors， and students， gradually moving from the periphery to the center after the process of identity recognition has undergone constant negotiation and reconstruction. The study found that the main factors affecting the identity of pre-service teachers are the support of the intern instructor， whether the internship school environment is harmonious， and the self-efficacy of the pre-service teachers.

Key words:

, International Chinese Language Education">, pre-service teachers">, teaching practicum">, identity

CLC Number:

Yu Bo.

Imagination， Engagement， Alignment： The Identity of Pre-service Teachers of TCSL during Internship [J]. Journal of Dali University, 2022, 7(7): 109-114.

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URL: http://journal15.magtechjournal.com/Jwk_dlxyzk/EN/10. 3969/j. issn. 2096-2266. 2022. 07. 016

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