The The dynamic process of student-teachers’ construction of identity as future teachers

This paper reports the findings of a qualitative narrative-inquiry study aimed at exploring what English-as-a-Foreign-Language (EFL) student-teachers’ life stories revealed about their identity construction as future teachers. The project was carried out among eighth-semester student-teachers from a public university in Tunja, Boyaca (Colombia). Hence, the data collection drew upon written life stories and in-depth interviews. Findings suggest that there are some critical factors that helped student-teachers construct their identities as future EFL teachers. These factors are all tied to previous experiences of student-teachers as language learners themselves, a connection and affiliation they establish with their teacher educators as projected images they have of themselves as future teachers. Moreover, real teaching experiences were opportunities for student-teachers to make sense of the myriad issues education involves, which made them, develop positions towards education as future teachers.

• Fecha de publicación: 2021
• Institución: Universidad Pedagógica y Tecnológica de Colombia
• Repositorio: RiUPTC: Repositorio Institucional UPTC
• Idioma: spa
• OAI Identifier: oai:repositorio.uptc.edu.co:001/10995
• Acceso en línea: https://revistas.uptc.edu.co/index.php/linguistica_hispanica/article/view/11205; https://repositorio.uptc.edu.co/handle/001/10995
• Palabra clave: identity; teacher identity; life stories; English as a Foreign Language; student-teachers; agency; identidad; identidad del maestro; historias de vida; inglés como lengua extranjera; profesores en formación; agenciamiento; identité; identité des enseignants; histoires de vie; anglais langue étrangère; enseignants en formation; agencement; identidade; identidade docente; histórias de vida; Inglês como língua estrangeira; professores em formação; agência
• Rights: openAccess
• License: Copyright (c) 2021 Cuadernos de Lingüística Hispánica