English Language Preservice Teachers’ Identity Construction Within Academic and Other Communities

Ortiz, Julia Zoraida Posada

doi:10.15446/profile.v24n1.93110

Cited by 6 publications

(8 citation statements)

References 28 publications

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“…The participants' identification was influenced by how they saw themselves and others viewed them as English teachers. Their past learning experiences and significant others contributed to this self-identification (Ardi et al, 2023;Davin et al, 2018;Kılıç & Cinkara, 2020;Posada-Ortiz, 2022;Trent, 2011), which made the identity configuration relational (Sadeghi & Bahari, 2022;Thompson, 2022;Tsui, 2007). Their images were internalized as professional self-concepts in the trajectory of the teaching practicum.…”

Section: Discussionmentioning

confidence: 99%

“…However, their observation is limited to what is happening in the classrooms, without understanding the pedagogical considerations that teachers have to make during the actual lessons. Even though past encounters with teachers can serve as a resource of identity formation (Davin et al, 2018;Kılıç & Cinkara, 2020;Posada-Ortiz, 2022), PSTs' apprenticeship of classroom observation during courses may have impacted their views of becoming teachers and may create professional tensions as they take pedagogical courses such as teaching practicum, which accentuates pedagogical reasoning behind teachers' actions, various teaching strategies, and other administrative works a teacher should do (Borg, 2004;Botha, 2020;Nue & Manara, 2022).…”

Section: Introductionmentioning

confidence: 99%

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Delving into Indonesian EFL Pre-Service Teachers’ Professional Identity Configuration in Teaching Practicum

Ardi,

Mukti,

Basthomi

et al. 2023

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This paper aims to scrutinize the trajectory of the professional identity configuration of Indonesian EFL pre-service teachers in socialization during a two-month teaching practicum at a private school in Yogyakarta, Indonesia. Two female EFL pre-service teachers carrying out a teaching practicum at the school participated in this study. A narrative inquiry was employed to capture the dynamic development of the professional identity configuration from the participants’ points of view. The researchers developed stories based on participant interviews, daily reflective notes, and weekly conferences. The stories were then analyzed to identify the professional identity configuration. The findings suggested that the participants configured their professional selves as EFL teachers in socialization in the school through identification and self-internalization. Their identification was influenced by how they saw themselves and others viewed them as EFL teachers, which was then internalized as self-concepts. Moreover, the socialization process encouraged the student teachers to construct their professional selves, reflected in the emerging themes of the stories: language-, pedagogy-, organizational role-, and spirituality-driven identities. The findings also highlighted that spaces, artifacts, and positioning influenced how the pre-service teachers made meaning of their professional selves. The researchers emphasized the importance of reflection to facilitate the meaning-making of EFL preservice teachers’ professional selves by contemplating their professional socialization experiences during the practicum.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Delving into Indonesian EFL Pre-Service Teachers’ Professional Identity Configuration in Teaching Practicum

Ardi,

Mukti,

Basthomi

et al. 2023

rEFLections

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“…Bonilla-Medina et al (2021) highlight English learners' racial identities configuration in elt processes. Posada-Ortiz (2022) reconciles the bridge between pre-service English language teachers' identity and its construction in other communities. Castañeda-Peña (2021), Castañeda-Trujillo (2021), Castro-Garces (2022), Ubaque-Casallas (2021a, 2021b), Ubaque-Casallas and Castañeda-Peña (2020b) propose examining more frequently elt teachers' identity because as J. S. Davis (2011) suggests, who we are inside and outside the classroom context matters, and of course, we are constantly changing.…”

Section: íKalamentioning

confidence: 98%

Scholars Raising their Voices Up: An Approximation to Discourses of Hegemony and Resistance in ELT in Colombia

Pérez

2022

Íkala

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In the last few years, Colombian ELT scholars have become aware of the importance of discourse for the dissemination of ideologies and agendas. As a result, the number of studies on this area has shown an unprecedented growth. Nevertheless, few investigations have explored and analyzed both sides simultaneously so as to display not only the types of hegemonic discourses that have permeated the field but also those which have recently emerged in response to such a situation. Considering these elements, this paper reports on a qualitative case study carried out with the purpose of analyzing the latest types of hegemonic discourses and discourses of resistance that have taken place in elt in Colombia. After analyzing the data gathered, which consisted of empirical and conceptual articles, as well as linguistic policies emitted by the Colombian Ministry of Education (men), the results showed that discourses revolving around bilingualism (understood as the English-Spanish relationship), identity, and native speakerism have been a recurrent aspect in the Colombian elt field. Yet, findings also suggest that, especially in the last decade, elt scholars have been resisting these discourses by promoting alternative ones that acknowledge initiatives in different areas of knowledge. In light of these aspects, it is recommended to keep resisting and promoting an agenda of decolonization so that alternative discourses, as is the case of those that acknowledge the incorporation of epistemologies that have been historically overlooked, continue gaining traction within the field.

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“…This article will confer centrality to small stories such as Sebastian's to make sense of our pedagogical practices in the education of elt doctors but it will also draw on examples provided by two recently graduated alumni from the elt PhD program: Adriana (Castañeda-Londoño, 2021) and Julia (Posada-Ortiz, 2022). Adriana and Julia are both language teacher educators with experience teaching English.…”

Section: Résumémentioning

confidence: 99%

Engaging in Decolonial ‘Pedagogizations’ at a Colombian Doctoral Teacher Education Program in English Language Teaching

Castañeda-Peña

Rivera

2022

Íkala

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Decolonial engagement in education is becoming geo and body politically multifaceted across the global south and north. It is witnessing the emergence of ‘pedagogies of crossing,’ pedagogías insumisas (unsubordinate pedagogies), and ‘trans/queer pedagogies,’ among others. Thus, decolonial engagement in education constitutes a fruitful epistemological site of struggle, fracture, and healing. This plurality situates the so-called pedagogizations within the decolonial turn. Pedagogizations, on the other hand, refer to actions otherwise rather than to the hold of colonialism in a designated field: Pedagogy. Decolonial pedagogizations remain underexplored in the literature on language teacher education, however. This article unearths and discusses how they are (co)constructed for and with English language teachers at a Colombian state university’s doctoral program that claims a south epistemological stance and seeks the decolonization of language teacher education. In this vein, this article adds to the literature reclaiming decolonial methodologies, or pedagogizations, in education and proposes that they include knowledge (co)construction processes otherwise such as submerged guiding, deculonial voicing, and cultivating heterarchical relationships. Yet, it also critiques these decolonial pedagogizations in language teacher education, embracing the diverse onto-epistemological constitution of graduate educational processes.

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English Language Preservice Teachers’ Identity Construction Within Academic and Other Communities

Cited by 6 publications

References 28 publications

Delving into Indonesian EFL Pre-Service Teachers’ Professional Identity Configuration in Teaching Practicum

Delving into Indonesian EFL Pre-Service Teachers’ Professional Identity Configuration in Teaching Practicum

Scholars Raising their Voices Up: An Approximation to Discourses of Hegemony and Resistance in ELT in Colombia

Engaging in Decolonial ‘Pedagogizations’ at a Colombian Doctoral Teacher Education Program in English Language Teaching

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