The development patterns of modern foreign language student teachers’ conceptions of self and their explanations about change: three cases

Abstract

The present study explores the development patterns of three modern foreign language student teachers’ conceptions of self (conceptions of their classroom performance, conceptions of their relationship with pupils, conceptions of their self‐image in pupils’ eyes and conceptions of teacher identity) during a nine‐month programme leading to a Postgraduate Certificate in Education. A case study research strategy is used to understand the complexities of the process of change, with four methods (semi‐structured interview, log, open‐ended questionnaire and end‐of‐course self‐reflection report) used to collect empirical data longitudinally. The three participants’ conceptions of self in the four areas mentioned above show varying degrees of change over the year and differing change patterns. Change in conception of their classroom performance and in teacher identity is common for all three student teachers and shows consistent positive change over the course. The student teachers’ conception of self in relationships with pupils varied from person to person. Equally, where self‐image in pupils’ eyes is concerned, change patterns differed with one student teacher reporting no change by the end. Academic, institutional and curricular factors (e.g. school environment and atmosphere, course content and structure, and school placement) and cognitive, affective and social factors (e.g. relationship with mentor, the role of reflection, relationship with wider staff beyond the mentor, the support from family and friends) are identified by the participants as the main reasons that contribute to their change and professional growth.