Using life-history narrative writing to examine EFL preservice teachers' preconceptions of teaching and teachers and their initial motivation to undertake teacher education

Abstract

PurposeThis study examines EFL preservice teachers' life-history narrative. The objectives of the examination were to identify the preconceptions of teaching and teachers that the preservice teachers brought to teachers college, the sources and biographical origins of these preconceptions, and to what extent, if any, the preconceptions influenced their initial motivation to enroll in a teacher education program.Design/methodology/approachUsing a life-history narrative as the method, the authors aimed at capturing and describing the critical moments in the preservice teachers' educational histories, the people involved in those moments (Clandinin and Conelly, 2000) and the sociocultural factors that might have influenced their preconceptions of teaching and the work of teachers as well as their decision to undertake teacher education.FindingsThe narrative analysis of the autobiographies has revealed that the preservice teachers still viewed teaching and teachers from altruistic perspectives. These preconceptions were based on the apprenticeship of observation and highly influenced by significant moments, the people they interacted with throughout their life and educational history and the sociocultural value of teaching and teachers in Indonesia. These preconceptions have influenced their genuine motivation to undertake teacher education and their commitment to the teaching profession. Several pedagogical implications for teacher education are also presented.Originality/valueThe authors’ study contributes to the scholarly conversations about the critical roles of life-history examination in the understanding of preservice teachers' motivation to undertake teacher education.