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Proactive and reactive dimensions of life-course agency: mapping student teachers' language learning experiences

机译：生命过程代理的主动和被动维度：绘制学生教师的语言学习经历

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摘要

Although the concept of agency has received a lot of interest in recent educational research, its significance in language learning biographies as well as contextual and relational aspects of learner agency are still little studied. This paper aims at a more thorough understanding of agency by studying student teachers' previous language learning experiences. This paper is based on a dialogical analysis of 12 student teachers' biographical essays describing their relationship with English as a foreign language. The participants are students in a Finnish class teacher and language teacher education programme that uses English as the primary medium of instruction. The study proposes a tripartite model to better understand different dimensions of life-course agency and its implications for language teacher education. The study has its origins in an ongoing action research project aiming at developing dialogic pedagogical practices for language and teacher education at the University of Jyvaeskylae, Finland.
机译：尽管代理的概念在最近的教育研究中引起了很多兴趣，但是它在语言学习传记以及学习者代理的上下文和关系方面的意义仍然很少研究。本文旨在通过研究学生教师以前的语言学习经验，来更全面地了解代理。本文基于对12位学生教师的传记文章的对话分析，描述了他们与英语作为外语的关系。参与者是芬兰班级老师和语言老师教育计划的学生，该计划使用英语作为主要教学语言。该研究提出了一个三方模型，以更好地理解人生过程代理的不同方面及其对语言教师教育的影响。该研究源自正在进行的一项行动研究项目，该项目旨在为芬兰于韦斯屈莱大学开发用于语言和教师教育的对话教学实践。

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