Ideal L2 Pre-service Teacher Selves: The Case of University Pre-service Teachers in Costa Rica

• Murillo Miranda, Carlos Alberto ^[1] ; García Castro, Verónica ^[1]
  1. [1] Universidad de Costa Rica

     Universidad de Costa Rica

     Hospital, Costa Rica

     
• Localización: Educación: revista de la Universida de Costa Rica, ISSN 0379-7082, ISSN-e 2215-2644, Vol. 48, Nº. 1, 2024 (Ejemplar dedicado a: Revista Educación (january-june)), págs. 1-16
• Idioma: inglés
• DOI: 10.15517/revedu.v48i1.55971
• Títulos paralelos:
  • El Yo Docente pre-servicio Ideal L2: el caso de docentes pre-servicio en Costa Rica
• Enlaces
  • Texto completo
• Resumen
  • español

    El sistema motivacional L2 (L2MSS por sus siglas en inglés) (Dörnyei & Ryan, 2015) arroja luz sobre los principios teóricos para la investigación en la motivación de estudiantes de idiomas extranjeros/segundos idiomas (L2). El L2MSS se ha adaptado al sistema de 'Posible docente de idiomas' (PLTS) (Kubanyiova, 2009) para explorar la motivación de docentes de idiomas L2. No obstante, existe poca investigación sobre un autosistema para personas docentes de L2 en formación. Por lo tanto, el objetivo de este estudio cualitativo fue explorar las características del yo ideal de la persona docente de L2 en formación para identificar un posible sistema de automotivación. Se realizó entrevistas semiestructuradas a profundidad y se implementó análisis temático. Las personas participantes (N=2) fueron docentes de L2 en formación de una universidad de Costa Rica. Los resultados revelaron que las personas participantes obtuvieron cuatro rasgos comunes de un yo ideal de docentes L2 en formación: (1) pasión (p.ej. pasión, gestión del aula, necesidades educativas especiales, entre otros), (2) conocimiento, (3) adaptabilidad y (4) dominio del idioma. A diferencia del PLTS de Kubanyiova (2009) y el L2MSS de Dörnyei (2009) y Dörnyei y Ryan (2015), se encuentra que las personas participantes comparten un 'Sistema de autoconocimiento de docente L2 en formación que incluye cuatro elementos: (1) Yo ideal docente L2 en formación, (2) el yo docente L2 en formación que debería ser, (3) el yo docente L2 en formación actual y (4) el yo docente L2 que temo ser. Se discute y se concluye que un sistema PLTS podría incluir los cuatro elementos mencionados anteriormente. Sin embargo, es necesario explorar con más profundidad el yo de docentes L2 en formación para una mejor comprensión de la motivación e identidad de dichas personas docentes.

  • English

    The ‘L2 Motivational Self System’ (L2MSS) (Dörnyei & Ryan, 2015) sheds light on theoretical tenets for research in language learner motivation. The L2MSS has been adapted into the ‘Possible Language Teacher Self’ (PLTS) (Kubanyiova, 2009) to explore language teacher motivation. Nonetheless, there is scarce research on a self-system for L2 pre-service teachers. Therefore, in this qualitative study, the characteristics of the Ideal L2 Pre-Service Teacher Self were explored to identify a possible motivational self-system. In-depth semi-structured interviews were conducted and thematic analysis was implemented. Participants (N=2) were pre-service L2 teachers from a university in Costa Rica. Findings revealed that participants mentioned four common traits of an ideal L2 pre-service teacher self: (1) passion, (2) knowledge, (3) adaptability, and (4) language proficiency. Contrary to Kubanyiova’s (2009) PLTS and Dörnyei’s (2009b) and Dörnyei & Ryan’s (2015) L2MSS, both participants share an ‘L2 Pre-service Teacher Self System’ including four elements: (1) Ideal L2 Pre-service Teacher Self, (2) ought-to L2 Pre-service Teacher Self, (3) current L2 Pre-service Teacher Self, and (4) Feared L2 Teacher Self. It is discussed and concluded that a PLTS system might include the elements just mentioned. However, further exploration on an L2 Pre-Service Teacher Self is mandatory to better understand the motivation and self-identity of L2 pre-service teachers.

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