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Reflective practice as a dialogical space to understand Chilean novice EFL teachers’ identity construction journey
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Rodríguez Escobar, Claudia (2023) Reflective practice as a dialogical space to understand Chilean novice EFL teachers’ identity construction journey. PhD thesis, University of Warwick.
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Official URL: http://webcat.warwick.ac.uk/record=b3961484
Abstract
The aim of this study is to explore the impact of reflective practice on novice EFL teachers’ professional identity development. Specifically, this research examines the influence of three key components: the first year of teaching at school, teaching practicum experiences as the starting point of identity construction, and reflective practice as a space for negotiating teacher identity. Six Chilean novice EFL teachers who finished their five-year training participated in a collective case study that employed semi-structured interviews, reflective journals, and Likert scale questionnaires to collect primary data. Secondary data came from end-of-term reflection questions, national teaching standards, and the programme’s exit criteria. The study shows that a teacher’s professional identity is shaped not only by personal experiences and actions but also by beliefs about education, teaching-learning processes, institutional culture, and individual circumstances. Moreover, the formation of teacher identities begins before admission to teacher training programmes, being also influenced by family members and former educators. The shaping of professional identity continues until the teaching practicum, marking the transition from student teacher to in-service instructor, highlighting its ongoing nature. The participants experienced difficulty in developing a personal professional style while adapting to a new school culture, affecting their self-image. However, by means of reflective practice, they found a space for self-examination and support, which allowed them to acknowledge their skills as beginning teachers, suggesting that reflective practice is a key element for professional growth and identity development. The study’s findings can serve as a starting point for the implementation of modifications to the curricula of Chilean teacher education programmes, aligning them with national teaching standards and accreditation procedures. At school level, the results can promote administrative backing and establish a structured platform for reflection and mentorship to assist novice teachers in overcoming the challenges they might confront during their first-year teaching journey.
Item Type: | Thesis (PhD) | ||||
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Subjects: | L Education > LB Theory and practice of education | ||||
Library of Congress Subject Headings (LCSH): | English -- Study and teaching -- Foreign speakers -- Chile, Reflective teaching, Critical thinking, Identity (Psychology), First year teachers | ||||
Official Date: | March 2023 | ||||
Dates: |
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Institution: | University of Warwick | ||||
Theses Department: | Centre for Applied Linguistics | ||||
Thesis Type: | PhD | ||||
Publication Status: | Unpublished | ||||
Supervisor(s)/Advisor: | Mann, Steve, 1960- ; Wharton, Sue | ||||
Format of File: | |||||
Extent: | x, 243 pages : colour illustrations | ||||
Language: | eng |
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