The framing of an EFL primary school teacher’s identity by Norwegian pre-service primary school teachers
The framing of an EFL primary school teacher’s identity by Norwegian pre-service primary school teachers

Summary/Abstract: This article focuses on how pre-service primary school teachers (henceforth, “participants”) frame the identity of a teacher of English as a Foreign Language (EFL) at a Norwegian primary school. The framing is investigated by means of a qualitative analysis of the participants’ short reflective essays (mean number of words = 559) written by the participants in the English language. The partic- ipants (N = 10) were enrolled in the English language program at a university in Norway. They were asked to write a reflective essay on the identity of an EFL primary school teacher at a Norwegian primary school. The participants were matched with a control group of 10 EFL non-teacher students at the same uni- versity, who were instructed to execute an identical task. The results of the qual- itative framing analysis indicated that the participants framed their reflections by means of the frames “The Facilitator”, “The Fun Organizer”, “The Government Employee”, “The Influencer”, “The Knowledge Developer”, “The Motivator”, “The Professional”, “The Relationship Builder”, and “The Role Model”. The con- trols’ reflective essays were framed via the frames “The Fun Organizer”, “The In- fluencer”, “The Knowledge Developer”, “The Motivator”, and “The Role Model”. These findings are indicative of the differences between the participants’ and controls’ framing of an EFL primary school teacher’s identity.

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