Core practices for Foreign Language Teacher professional development
An identity journey
Bibliographic Data
| ID | 8938119 |
|---|---|
| Authors | Anamaría Sagre (0000-0001-8088-1685, Universidad de Córdoba Montería Colombia, corresponding author), José David Herazo Rivera (0000-0001-8038-868X, Universidad de Córdoba Montería Colombia), Ibeth Morales-Escobar (0000-0001-9359-4992, Universidad de Córdoba Montería Colombia) |
| Year | 2025 |
| Volume | 59 |
| Issue | 1 |
| Pages | 123-140 |
| Publication date | 2025-10-13 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Foreign Language Annals (JOURNAL) |
| Journal identifiers | ISSN: 0015-718X • E-ISSN: 1944-9720 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1111/flan.70025 |
| OpenAlex | W4415131245 |
| Language | EN |
| References cited | 36 |
Practice‐based education offers a straightforward and engaging didactic cycle for teacher preparation around core practices. Although research on this area has clearly shown the importance of linking theory to practice during actual teaching, very little to none seem to have addressed how core practices of language teaching may become a site for preservice teachers' identity building. This case study described how Adriana reshaped her teacher identity as she appropriated the core‐practice of contextualization for instruction and tried to improve her teaching based on it. Findings indicate that learning to contextualize is far from a linear process of acquiring a skill or a set of predefined instructional procedures. Instead, it is an intricate and iterative dialogue between emerging teacher identity and the understanding of pedagogies, theories, and classroom realities. This study study extends our current understanding of the value of a practice‐based approach for leveraging preservice language teachers' construction of their teacher identities as they journey through the challenges of ambitious teaching in the foreign language classroom
Contextualization · Core (optical fiber · Foreign language · Identity (music · Language education · Process (computing · Set (abstract data type · Teacher education · Teaching method · EFL/ESL Teaching and Learning · Second Language Learning and Teaching · Teacher Education and Leadership Studies
Schoolteacher
Teaching Practice
Learning to Become a Second Language Teacher
Conceptualizing identity construction in language teacher education
Novice Teachers’ Perspectives on Learning in Lesson Rehearsals in Second Language Teacher Preparation
A Review of High‐Leverage Teaching Practices
Making transparent the challenges of developing a practice-based pedagogy of teacher education
Facilitating decomposition and recomposition in practice-based teacher education
A dialogical approach to conceptualizing teacher identity
The potential of translanguaging as a core teaching practice in an EFL context
Developing Core Practices for EFL/ESL Teaching
Building a classroom discourse community in university Spanish courses
A High‐Leverage Language Teaching Practice
The Implementation of High‐Leverage Teaching Practices
Exploring the effects of foreign language instructional practices on student proficiency development
Teacher agency, positioning, and English language learners
Complexities of Identity Formation
Theorizing Language Teacher Identity
The Work of Teaching and the Challenge for Teacher Education
Core Practices and Pedagogies of Teacher Education
| Highly cited | No |
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