WEKO3
アイテム
The Impact of English-Medium Mock Teaching on Pre-Service Teachers' Self-Perception and Multilingual Identity
https://doi.org/10.34388/0002000391
https://doi.org/10.34388/0002000391999382dc-422c-4900-97e0-1ab5ce4fbcbf
| 名前 / ファイル | ライセンス | アクション |
|---|---|---|
CLEIP12-1.pdf (884 KB)
|
.png)
|
| Item type | 紀要論文 / Departmental Bulletin Paper(1) | |||||
|---|---|---|---|---|---|---|
| 公開日 | 2026-03-06 | |||||
| タイトル | ||||||
| タイトル | The Impact of English-Medium Mock Teaching on Pre-Service Teachers' Self-Perception and Multilingual Identity | |||||
| 言語 | en | |||||
| 言語 | ||||||
| 言語 | eng | |||||
| キーワード | ||||||
| 言語 | en | |||||
| 主題 | English-medium instruction | |||||
| キーワード | ||||||
| 言語 | en | |||||
| 主題 | mock teaching | |||||
| キーワード | ||||||
| 言語 | en | |||||
| 主題 | multilingual identity | |||||
| キーワード | ||||||
| 言語 | en | |||||
| 主題 | preservice teacher | |||||
| キーワード | ||||||
| 言語 | en | |||||
| 主題 | self-perception | |||||
| キーワード | ||||||
| 言語 | en | |||||
| 主題 | teacher identity | |||||
| 資源タイプ | ||||||
| 資源タイプ識別子 | http://purl.org/coar/resource_type/c_6501 | |||||
| 資源タイプ | departmental bulletin paper | |||||
| ID登録 | ||||||
| ID登録 | 10.34388/0002000391 | |||||
| ID登録タイプ | JaLC | |||||
| 著者 |
中山, 誠一
× 中山, 誠一 |
|||||
| 抄録 | ||||||
| 内容記述タイプ | Abstract | |||||
| 内容記述 | This qualitative study investigated an English-medium mock lesson's immediate impact on Japanese pre-service English teachers' self-perception, emotional state, and evolving professional identity. Six participants enrolled in a teaching methods course completed a 20- minute English-medium mock lesson, followed by an open-ended questionnaire. This study's findings revealed a significant emotional shift among participants, from an initial state of anxiety to one characterized by post-lesson accomplishment and pride. The participants redefined their roles, from mere language learners to active language facilitators. While few participants adopted a “multilingual” identity, their experiences profoundly changed their understanding of teaching and reinforced the belief that the practical use of English is paramount to instruction. This study contributes to the development of effective teacher-training programs aimed at fostering stronger professional and linguistic identities. | |||||
| 言語 | en | |||||
| bibliographic_information |
ja : 実践女子大学CLEIPジャーナル en : Jissen Women's University CLEIP Journal 巻 12, p. 1-5, 発行日 2026-03-06 |
|||||
| 出版者 | ||||||
| 出版者 | 実践女子大学 | |||||
| 言語 | ja | |||||
| item_10002_source_id_9 | ||||||
| 収録物識別子タイプ | ISSN | |||||
| 収録物識別子 | 27586006 | |||||
| item_10002_source_id_11 | ||||||
| 収録物識別子タイプ | NCID | |||||
| 収録物識別子 | AA1271419X | |||||
