Teacher Identity in Language Pedagogy. A Narrative Perspective from Two Colombian Teacher Educators’ Experience

Abstract

This paper accounts for the inspection of two language teachers’ identities and language pedagogy through six conversations in a sixth-month period at two universities in Bogotá, Colombia. By adopting a no-methodology perspective, this study resorts to the notion of narrative to document language pedagogy experiences and inspect how the traditional, yet static notions of teacher identities and language pedagogy, are configured and re-configured through the pedagogical practice. Therefore, findings revealed that English language teachers contest marginal and hegemonic identity constructions through enacting their pedagogy conception. As a result, alternative ways of being and doing are exposed as a mechanism to exist and re-signify what language pedagogy has meant in the English language teaching field.