Student teachers’ identity construction: A socially-constructed narrative in a second language teacher education program

Macías, Diego Fernando; Varona, Wilson Hernández; Sánchez, Angélica Gutiérrez

doi:10.1016/j.tate.2020.103055

Cited by 30 publications

(29 citation statements)

References 24 publications

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“…This makes sense considering that teacher education programs represent the place where preservice teachers are exposed to their initial teaching experiences. In Colombia, authors such as Macías-Villegas et al (2020) have held that pedagogical, methodological, sociocultural, and community-based experiences contribute to the development of initial language teachers' identities, beliefs, and teaching practices (Freeman, 1989;Trent, 2010). These aspects are reaffirmed by Hernández-Varona and Gutiérrez-Álvarez (2020) who found that, when engaged in community-and social-based projects, preservice language teachers were able to develop other dimensions of their teaching selves.…”

Section: Developing a Language Teacher Identitymentioning

confidence: 95%

“…We specifically searched for articles revolving around the themes of "identity, " "language teacher identity, " and "language teacher identity in Colombia. " This task led us to conclude that research studies in Colombia have explored LTI in diverse scenarios, that is, the intersection between LTI and undergraduate education (Hernández-Varona & Gutiérrez-Álvarez, 2020;Macías-Villegas et al, 2020); queer LTI (Lander, 2018;Ubaque-Casallas & Castañeda-Peña, 2021); LTI negotiation within the context of deterritorialized spaces (Guerrero & Meadows, 2015); the identity of indigenous English language teachers (Arias-Cepeda, 2020); and the intersection between LTI and autoethnography (Castañeda-Trujillo, 2020). These studies contribute to a wider understanding of how LTI has been integrated into the field of language education in the Colombian context.…”

Section: Developing a Language Teacher Identitymentioning

confidence: 99%

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EFL Teachers’ Professional Identity: A Narrative Study With Colombian Graduate Students

Pérez

Rivas

2022

Profile: Issues Teach. Prof. Dev.

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This paper reports a qualitative narrative study that explored the trajectories of English language teachers’ identities before and after their participation in a master’s program in English language teaching at a Colombian public university. After analyzing the data gathered through oral narratives and narrative interviews, results showed that teachers’ identities are part of an endless process nurtured by experiences at the academic, pedagogical, and personal levels. We found that such experiences were constantly cultivated and analyzed in the master’s seminars, which positively influenced the development of the participants’ identities by making them more reflective and critical practitioners. Most teachers reported developing higher levels of social commitment, critical-reflective engagement, and research-oriented practices due to their graduate academic experience.

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Section: Developing a Language Teacher Identitymentioning

confidence: 95%

Section: Developing a Language Teacher Identitymentioning

confidence: 99%

EFL Teachers’ Professional Identity: A Narrative Study With Colombian Graduate Students

Pérez

Rivas

2022

Profile: Issues Teach. Prof. Dev.

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“…According to Kanno and Stuart (2011) learning about L2 teachers’ identity is more important than learning about language teaching. Accordingly, several studies have reported the significant role of teacher identity in better handling of the tensions and emotional conflicts during teaching (Hanna et al, 2020; Hong et al, 2017; Mací as Villegas et al, 2020; Pillen et al, 2013). Despite the aforementioned significance of the L2 teacher identity, there is a gap in TALL literature concerning the affordances and challenges for L2 teacher identity.…”

Section: Introductionmentioning

confidence: 99%

Teacher identity in technology-assisted language learning: Challenges and affordances

Bahari

2022

E-Learning and Digital Media

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The majority of studies on second/foreign language teacher identity have explored the face-to-face environment compared to the technology-assisted language learning (TALL) environment. The paucity of research despite the significance of teacher identity served as the rationale to conduct a systematic review. Scopus and Web of Science indexed journal articles on language teacher identity that met the predetermined exclusion-inclusion criteria were systematically reviewed. Forty-four articles published between 2010 and 2020 were reviewed to convey the reported affordances and challenges of distance learning for language teacher identity. Pedagogically, the findings inform pre-service and practicing teachers who seek a better understanding of teacher identity in TALL in terms of affordances and challenges. Theoretically, the findings shed light on the future research trend and inform researchers about the most frequently reported challenges that need to be addressed concerning L2 teacher identity.

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“…ITE aims to provide prospective teachers with the relevant knowledge, skills and dispositions to enable them to be successful in their future career as teachers (Ramchand, 2020). During this process of learning to teach, the student teachers (STs) also interpret and construct their professional identity by being exposed to a variety of theoretical and practical tools (Britzman, 2012; Macías Villegas et al, 2020). As teacher education programmes define values, purpose and common language, STs define and identify themselves in relation to those norms (Rodgers & Scott, 2008).…”

Section: Introductionmentioning

confidence: 99%

‘If there is nothing else there is teaching’: Professional identity of preservice teachers in Pakistan

Nawab

Zada

2022

Int J Training Development

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Coupled with developing required knowledge, skills and attitude, preservice teacher education is said to influence professional identity of a student teacher. This research aimed to understand professional identity development of prospective teachers who recently completed their 4‐year preservice teacher education programme in a public university in Pakistan. To achieve the stated purpose, the research used a case study approach and collected data through semistructured interviews from five preservice teachers who recently completed their preservice education. The data suggested that moral purpose in teaching was the most influential factor in teacher identity development in this region. In addition, the status of teachers in the region, teaching practice, workplace relationships and prospective teachers' own agency influence the way they shape and reshape their professional identity. Although unexplored through a systematic research, teacher identity has been a frequently discussed topic in the context of Pakistan. This paper reports the voices of unheard and less recognized individuals (teachers) from a remote region of Pakistan. It brings forth some significant insights such as the moral purpose of teaching that has received limited attention in teacher identity development.

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Student teachers’ identity construction: A socially-constructed narrative in a second language teacher education program

Cited by 30 publications

References 24 publications

EFL Teachers’ Professional Identity: A Narrative Study With Colombian Graduate Students

EFL Teachers’ Professional Identity: A Narrative Study With Colombian Graduate Students

Teacher identity in technology-assisted language learning: Challenges and affordances

‘If there is nothing else there is teaching’: Professional identity of preservice teachers in Pakistan

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