Thesis abstract:

This qualitative case study aims to investigate the teacher identity construction of non-English-speaking background English teachers enrolled in a TESOL teacher education program in Australia. A group of student teachers will be followed over a period of one semester. In addition, lecturers who teach in the TESOL program will be interviewed and observed to better understand the impact of teaching on the student teachers’ teacher identity construction. The data sources from the student teacher participants are multiple interview sessions with elicitation devices and student teachers’ assignments with excerpts marked. The data sources from the lecturer participants are individual semi-structured interviews and observations. All data sources will be qualitatively analysed, using thematic analysis and/ or textual analysis. This study has practical relevance to language teacher education programs.