Practical and Theoretical Implications of Teachers’ Prior Language Learning Experiences for Their Teacher Identity Development

Soyhan Egitim

doi:10.7575/aiac.ijalel.v.10n.4p.1

Abstract

This article describes the practical and theoretical implications of EFL teachers’ prior language learning experiences for their teacher identity development. Every language teacher possesses different values, beliefs, and underlying assumptions about teaching and learning. To a certain extent, these values, beliefs, and assumptions are shaped up by the language teacher’s prior language learning experiences. Thus, teachers who regularly examine these internal values, beliefs, and assumptions are able to identify their strengths and weaknesses. The awareness of self can help teachers develop a risk-taking attitude and experiment with different pedagogical approaches which can lead to creativity and pedagogical innovation in the classroom.

Highlights

This article describes the practical and theoretical implications of EFL teachers’ prior language learning experiences for their teacher identity development
The awareness of self can help teachers develop a risk-taking attitude and experiment with different pedagogical approaches which can lead to creativity and pedagogical innovation in the classroom
Teachers’ prior learning experiences, their personal and professional interactions with colleagues, and their day-to-day teaching are all influential in their teacher identity development (Beauchamp & Thomas, 2009; Miller, 2009; Nunan, 2017; Quan et al, 2019)