Accidental Language Teachers: TESOL Students' Narratives of Motivations for Entering and Continuing in the Profession.
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| Title: | Accidental Language Teachers: TESOL Students' Narratives of Motivations for Entering and Continuing in the Profession. |
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| Authors: | Lewis, Kris1 (AUTHOR) |
| Source: | Second Language Teacher Education (SLTE). 2026, Vol. 5 Issue 1, p1-28. 28p. |
| Subject Terms: | *Language teachers, *Intrinsic motivation, *Education of language teachers, *Student engagement, *Student teachers, *Qualitative research, *Altruism |
| Abstract: | In previous survey-based research, pre-service second language teachers have reported strong intrinsic and altruistic motivations to enter the profession. This qualitative study draws on oral memoir narratives with graduate-level TESOL students to explore the ways in which they narrate their motivations for entering and/or continuing as second language teachers. Findings show that a majority of focal students describe themselves as accidental teachers who originally came to second language teaching not entirely intentionally. In addition, students' stories reveal complex intrinsic and altruistic motivations that are sometimes in conflict with extrinsic factors perceived as demotivators. The importance of language teaching experience as a context for developing intrinsic interest in teaching is discussed, with implications for second language teacher education programs. [ABSTRACT FROM AUTHOR] |
| Copyright of Second Language Teacher Education (SLTE) is the property of University of Toronto Press and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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| Abstract: | In previous survey-based research, pre-service second language teachers have reported strong intrinsic and altruistic motivations to enter the profession. This qualitative study draws on oral memoir narratives with graduate-level TESOL students to explore the ways in which they narrate their motivations for entering and/or continuing as second language teachers. Findings show that a majority of focal students describe themselves as accidental teachers who originally came to second language teaching not entirely intentionally. In addition, students' stories reveal complex intrinsic and altruistic motivations that are sometimes in conflict with extrinsic factors perceived as demotivators. The importance of language teaching experience as a context for developing intrinsic interest in teaching is discussed, with implications for second language teacher education programs. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 27524655 |
| DOI: | 10.3138/slte-2025-0005 |
