EFL Student-Teachers’ Identity Construction: A Case Study in Chile

Salinas, Dánisa; Ayala, Maximiliano

doi:10.19183/how.25.1.380

Cited by 30 publications

(22 citation statements)

References 24 publications

(60 reference statements)

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“…One exception is Initial English language teacher education: International perspectives on research, curriculum and practice (Banegas, 2017) (Salinas & Ayala, 2018) addresses the case of two Chilean EFL student-teachers' identity development. Results indicate that interactions in the learning environment and during the practicum changed self-images and were dealt with by problem solving, adaptation, and negotiation.…”

Section: Universidad De La Sabana Department Of Foreign Languages and Culturesmentioning

confidence: 99%

Narratives of Desire, Love, Imagination, and Fluidity: Becoming an English Teacher in a University Preparation Program

Sarasa

Porta

2018

laclil

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This is a narrative study into the co-construction of teaching identities narrated by twenty-four undergraduate students in the context of an English language teacher education program in Argentina. Teacher identities are defined in the literature as co-authored stories of living and becoming. Our method uses narrative inquiry to study lived experiences as co-narrated phenomena. The narrative analysis of different texts gathered in the teacher education program allowed the co-composition of each participant’s identity story. Results first display thematizations of identity strands in these narratives involving emotions—love, desire, imagination, and fluidity. Next, participants’ negotiation of their processes of becoming through these emotions are retold. The discussion examines results considering state-of-the-art literature. The conclusions summarize the implications of the research for English language teacher initial university education.

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Section: Universidad De La Sabana Department Of Foreign Languages and Culturesmentioning

confidence: 99%

Narratives of Desire, Love, Imagination, and Fluidity: Becoming an English Teacher in a University Preparation Program

Sarasa

Porta

2018

laclil

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“…Based on the discussion above, there are some factors shaping teacher'' identity. The previous research finds that teachers experience change in their identities (Salinas & Ayala, 2018). The process of teacher identity construction is influenced by a variety of factors, such as values, beliefs, sociocultural, emotion, life experience, tradition, interactions with othes, educational background and many others (Johnston, 2012;Lamote & Engles, 2010).…”

Section: Environmentmentioning

confidence: 99%

The Experiences of Sm3t Teachers: Constructing Teacher Identity in the Borderland Discourses

Nugraheni

2019

LET

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This study focuses on the experiences of SM3T teachers in constructing teacher identity in the borderland discourses. Teacher identity construction is a dynamic process. One of the aspects constructing teacher identity is borderland discourse. In short, borderland discourse is the intersection between oneself as a personal and as a professional. The participants of this research were five teachers who have experienced SM3T program. SM3T is a program held by the government in Indonesia. It stands for Sarjana Mengajar Terdepan, Terluar, Tertinggal. In order to find out SM3T teachers’ experiences and beliefs about constructing teacher identity in the borderland discourses, the researcher used mixed methods which were combination between quantitative and qualitative. The researcher used close-ended questionnaire and also in-depth interview in order to gather further information.This study aimed to find out the borderland discources faced by the SM3T teachers and the solution to cope them. This study revealed that most of the teachers faced borderland discources during SM3T program.

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“…(Kumaravadivelu, 2006, p. 20) Similarly, identity is a central category in elt. For instance, several studies have been conducted to docu-ment English language teachers' identities (eltis) and how they are constructed (see Salinas & Ayala, 2018;Costa, 2019). However, identity continues to be seen and researched within what Mignolo (2009) labels as the colonial difference.…”

Section: Introductionmentioning

confidence: 99%

Language Pedagogy and Teacher Identity: A Decolonial Lens to English Language Teaching From a Teacher Educator’s Experience

Ubaque-Casallas

2021

Profile: Issues Teach. Prof. Dev.

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This paper describes a narrative study that emerged from various conversations with an English language teacher at a public university in Bogotá, Colombia. This research is based on intersectional narratives to locate the intersections between English language pedagogy and the identities of English language teachers. Second, the study examined discourses that can construct English language pedagogy and teachers’ identities by avoiding simplistic generalizations and essentialisms. Findings suggest that although there are still colonial roots that repress other ways of being and doing, English language pedagogy goes beyond the instrumental sense of teaching. As such, English language pedagogy is about transformation as it is never static because it is an extension of identity.

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EFL Student-Teachers’ Identity Construction: A Case Study in Chile

Cited by 30 publications

References 24 publications

Narratives of Desire, Love, Imagination, and Fluidity: Becoming an English Teacher in a University Preparation Program

Narratives of Desire, Love, Imagination, and Fluidity: Becoming an English Teacher in a University Preparation Program

The Experiences of Sm3t Teachers: Constructing Teacher Identity in the Borderland Discourses

Language Pedagogy and Teacher Identity: A Decolonial Lens to English Language Teaching From a Teacher Educator’s Experience

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