Identity Experiences of a Novice Language Teacher in Language Teacher Education

This paper presents a theoretical overview of the concept of experiences of a novice teacher identity, particularly focusing on a novice language teacher in language teacher education, and shows how these ideas can be related to ideas about narrative inquiry, novice teacher identity, and looking across the narration and moments. It is argued that it is important for teachers through teacher research to become aware of and understand their professional identities. In order to achieve that there are implications for controlling the class in different situations. One way of analyzing the story about experiences of a novice teacher story is illustrated: A content analysis is done on an extract of a novice teacher memory at her first days of teaching at one of universities in Fars Province in Iran. This method is performed as an example of a narrative analysis of a novice teacher identity as a sample to become more aware of who they are in their professional lives. Chaos complexity theory is used for more implications in this study to explain how a novice teacher is able to control class situations.

Keywords:

novice teacher , novice teacher identity , narrative inquiry , short story analysis , content analysis , chaos complexity theory