Speaker
Description
This presentation describes the development of English skills in a class of trainee teachers in the second year of their course, prior to the practicuum. The class included peer teaching and oral activities. Students were asked what success on the course would look like for them, and how it could be documented in a portfolio. We will trace their progress by examining the portfolios, including both paper and digital evidence.
Abstract section 5: References
References
Clements, P. (2023). Imagining a future as a language teacher in Japan. In JALT 2023: Growth Mindset in Language Teaching in Japan. https://jalt-publications.org/sites/default/files/pdf/1509.pdf
Newby, D., Allan, R., Fenner, A., Jones, B., Komorovska, H. and Soghikyan. K. (2007). European Portfolio for Student Teacher of Languages (Gengo Koushi no Portfolio). JACET. (2014) https://www.ecml.at/en/Resources/ECMLresources/ID/51
Sida-Nicolls, K. (2021). How do teacher trainees perceive their future possible selves as teachers and how can we support them in their careers? https://my.chartered.college/impact_article/how-do-trainee-teachers-perceive-their-future-selves-as-teachers-and-how-can-we-support-them-in-their-careers/
Takagi, A. (2015) Reflection in pre-service teacher education: Using the Japanese Portfolio for Student Teachers of Language (J-POSTL). In Language Teacher Education 2 (2). JACET https://assoc-jacetenedu.w.waseda.jp/VOL2NO2.pdf#page=64
Abstract section 4: Outcomes/results
Documenting their learning in analogue and digital form may builds trainees’ ability to imagine success as a teacher and function resiliently in any context. Insight into students’ growth during the course will be gained.
Abstract section 2: Contribution/research questions
- What artefacts could be used to document spoken performance in a meaningful way?
- Can peer involvement in the preparation of a speaking portfolio support authentic language use and provide a buffer against illicit AI use?
- Do trainees have preferences between digital, paper and hybrid format and how do they account for their preferences?
Abstract section 1: Relevance
Clements (2023) calls for further longitudinal research into the development of teacher identity among teacher trainees. Portfolio-making provides a useful way to document and possibly also to enhance awareness of teacher identity. (Takagi, 2015, Sida-Nicolls, 2021). It is hypothesized that documenting their learning in both paper and online formats builds trainees’ ability to function resiliently in future work contexts and offers insights into students’ growth during the course.
Abstract section 3: Content/method
The concept of self-evaluation was introduced through the JPOSTL and EPOSTL can-do lists (Newby et al, 2007). Students were asked to imagine success in the context of the course. This imagined event became the basis of a personalized “can do” statement. Peer support and reflective writing provided a way to trace their progress.
| Title | Portfolio-Making: Building Teacher Identity for Trainees |
|---|---|
| Teaching Context | College and university education |