Becoming a Language Teacher: Tracing the Mediation and Internalization Processes of Pre-service Teachers

  • Vesna Dimitrieska


In this chapter I examine how language teacher identity develops through the interplay between language teacher cognition and teacher learning. The abundance of factors, conditions and processes operating within various contexts make the path to becoming a language teacher unique to every individual teacher. Investigating the processes and tools utilized in appropriating the knowledge about language teaching and translating it into actions in language teachers’ classrooms might lead to deeper understanding of the entire trajectory of becoming/being a language teacher. Vygotsky’s (Mind in society. Harvard University Press, Cambridge, MA, 1978) concepts of mediation and internalization are used as a possible framework for unmasking the intricacies of language teacher identity development. Findings indicate some similarities in terms of the mediation and internalization processes and tools activated by the participants. For teacher training programs to initiate change, language teachers must have access to spaces that allow them to construct and reconstruct their language teaching conceptualizations.


Language teacher identity Pre-service teachers Mediation and internalization 


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© Springer International Publishing AG, part of Springer Nature 2018

Authors and Affiliations

  1. 1.School of EducationIndiana UniversityBloomingtonUSA

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