Investigating the Role of Plurilingual Pre-Service Language Teachers' Psychological Landscape in Their Learning-to-Teach Process

Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals

Y

23

Multilingualism; Preservice Teachers; Teacher Education Programs; Faculty Development; Content Analysis; Cross Cultural Studies; Self Concept; Psychological Patterns; Student Attitudes; Second Language Learning; Foreign Countries; Biographies; Student Characteristics; Second Language Instruction; English (Second Language); Language Teachers; Well Being

Israel; Austria

10.1080/07908318.2023.2197237

0790-8318
1747-7573

This cross-national study investigates the role of the plurilingual identity and the psychological landscape, i.e. the psychological disposition of pre-service language teachers in their learning-to-teach process. Thirty multilingual pre-service teachers from Israel and Austria participated in the study (15 from each country). Data sources included language portraits and in-depth semi-structured interviews. Drawing on ecological perspectives, data were analysed qualitatively utilising content analysis. Predominant themes were identified suggesting that pre-service teachers' plurilingual identity is closely intertwined with their psychological landscape, influencing a wide array of professional development dimensions of their learning-to-teach process.

As Provided

2023

EJ1395254