ABSTRACT

This cross-national study investigates the role of the plurilingual identity and the psychological landscape, i.e. the psychological disposition of pre-service language teachers in their learning-to-teach process. Thirty multilingual pre-service teachers from Israel and Austria participated in the study (15 from each country). Data sources included language portraits and in-depth semi-structured interviews. Drawing on ecological perspectives, data were analysed qualitatively utilising content analysis. Predominant themes were identified suggesting that pre-service teachers’ plurilingual identity is closely intertwined with their psychological landscape, influencing a wide array of professional development dimensions of their learning-to-teach process.

摘要

这项跨国研究调查了多语言身份和心理景观的作用，即职前语言教师在学习教学过程中的心理倾向。来自以色列和奥地利的 30 名多语言职前教师参与了这项研究（每个国家各 15 名）。数据来源包括语言肖像和深入的半结构化访谈。借鉴生态观点，利用内容分析对数据进行定性分析。确定的主要主题表明，职前教师的多语言身份与他们的心理景观密切相关，影响着他们学习教学过程的广泛专业发展维度。