Legitimate Peripheral Participation and Teacher Identity Formation Among Preservice Teachers in TESOL Practicums

Abstract

Teacher identity has been an important issue in teacher education because teacher identity influences teachers’professional development. However, little has been explored in preservice teachers’ identity formation within theEFL context of language teaching. In this study, the early influence on EFL student teachers’ identity formation inpracticums was studied from the perspective of legitimate peripheral participation (Lave & Wenger, 1991). Tenparticipants enrolled in the practicum courses of the four educational institutions, organized by the Englishdepartment of a national university in northern Taiwan. The frameworks of the practicums at each school wereanalyzed and the results for each case study revealed contextual factors that support and weaken teachers’professional identities. Three features were identified in the student teachers’ identity formation: (1) a hybrid spacebetween formal teachers and student teachers, (2) adhering to the institutions’ demands-progressing from theperiphery to the center, and (3) struggling teacher identity. Based on the findings, relevant pedagogical implicationsare discussed to help L2 preservice teachers achieve success in practicums.