| Popis: |
One of the affordances of the proPIC project is the opportunity to create a transnational community of teaching practice (Guo & Lei, 2019) and to foster collaborative professional development between pre-service language teachers at different European universities. The project also provided a suitable framework in which pre-service teachers could engage meaningfully in ‘identity work’ (Yazan & Lindahl, 2020). The study of teacher identity is a key area of research into teaching-learning processes in foreign language learning and is intrinsically necessarily linked to professional development. Analysing this facet of teaching practice helps to understand how pre-service teachers, from the earliest stage of their training onwards, learn to become teachers and develop as professionals. |
