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

El proceso dinámico de construcción de identidad estudiantes- profesores como futuros profesores

Main Article Content

Nancy Maria Torres Cepeda
Bertha Ramos Holguín


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.



Download data is not yet available.

Article Details

Author Biography (SEE)

Bertha Ramos Holguín, Universidad Pedagógica y Tecnológica de Colombia

Bertha Ramos-Holguín holds a Ph.D in Education Sciences  from Universidad Pedagógica y Tecnológica de Colombia (UPTC), an M.A in Applied Linguistics to the Teaching of English as a Foreign Language  and a B.A in Modern Languages from Universidad Distrital Francisco José de Caldas. She is currently a researcher and an English professor in the School of Languages at UPTC.  As part of the research group TONGUE, she has authored and coauthored research academic papers and English textbooks as a result of her research interest in EFL learning and teaching. She has also been part of diverse academic and scientific committees in tertiary institutions in Colombia.

References (SEE)

Aguirre, J. & Ramos, B. (2011). Fostering Skills to Enhance Critical Educators: A Pedagogical Proposal for Pre-Service Teachers. HOW, A Colombian Journal for Teachers of English, 18(1), 169-197.

Alsup, J. (2006). Teacher Identity Discourses. Negotiating Personal and Professional Spaces. Lawrence Erlbaum.

Anspal, T., Eisenschmidt, E., & Löfström, E. (2012). Finding Myself as A Teacher: Exploring the Shaping of Teacher Identities Through Student Teachers’ Narratives. Teachers and Teaching, 18(2), 197-216.

Atkinson, D. (2004). Theorising How Student Teachers Form Their Identities in Initial Teacher Education. British Educational Research Journal 30 (3), 379–394.

Barkhuizen, G. (2014). Revisiting Narrative Frames: An Instrument for Investigating Language Teaching and Learning. System, 47, 12-27.

Barkhuizen, G. (Ed.). (2017). Reflections on Language Teacher Identity Research. Routledge.

Beauchamp, C. & Thomas, L. (2009). Understanding Teacher Identity: An Overview of Issues in the Literature and Implications for Teacher Education. Cambridge Journal of Education, 39, 175-189.

Beijaard, D., Verloop, N. & Vermunt, J. (2000). Teachers’ Perceptions of Professional Identity: An Exploratory Study from a Personal Knowledge Perspective. Teaching and Teacher Education, 16, 749-764.

Beijaard, D., Meijer, P. & Verloop, N. (2004). Reconsidering Research on Teachers’ Professional Identity. Teaching and Teacher Education, 20, 107–128.

Bullough, R. (1997). Practicing Theory and Theorizing Practice. In J. Loughran, & T. Russell (Eds.), Purpose, Passion and Pedagogy In Teacher Education (pp. 13-31). Falmer Press.

Calderhead, J. & Robson, M. (1991). Images of Teaching: Student Teachers’ Early Conceptions of Classroom Practice. Teaching and Teacher Education, 7(1),1-8.

Clandinin, D. & Connelly, F. (2000). Narrative inquiry: Experience and Story in Qualitative Research. Jossey-Bass.

Cohen, J. (2008). That’s not Treating you as a Professional: Teachers Constructing Complex Professional Identities through Talk. Teachers and Teaching 14(2),79–93.

Cook, C. (2009). Narratives of the New Researcher within a WERN Group Bursary Project. In Paper to the NEXUS HE Conference 15,16 June, Newport, UK. Cooper, K. & Olson, M. (1996). The Multiple Ts’ of Teacher Identity. Changing Research and Practice: Teacher’s Professionalism, Identities and Knowledge. The Falmer Press.

Day, C. & Kington, A. (2008). Identity, Well-Being and Effectiveness: The Emotional Contexts of Teaching. Pedagogy, Culture & Society 16(1), 1-23.

Day, C., Kington, A., Stobart, G. & Sammons, P. (2006). The Personal and Professional Selves of Teachers: Stable and Unstable Identities. British Educational Research Journal, 32, 601-616.

Denzin, N. & Lincoln, Y. (2005). The Sage Handbook of Qualitative Research. Sage.

Dewey, J. (1938). Experience and Education. Macmillan.

Dyson, A. & Genishi, C. (1994). The Need for Story: Cultural Diversity in Classroom and Community. National Council of Teachers of English.

Elbaz, F. (1991). Research on Teachers’ Knowledge: The Evolution of Discourse. Journal of Curriculum Studies, 23, 1-19

Fajardo, A. (2014). Learning to Teach and Professional Identity: Images of Personal and Professional Recognition. Profile, Issues in Teachers’ Professional Development, 16(2), 49-65.

Flores, M. & Day, C. (2006). Contexts which Shape and Reshape New Teachers’ Identities: A Multi-Perspective Study. Teaching and Teacher Education, 22(2), 219–232.

Freire, P. (2001). Pedagogy of Freedom: Ethics, Democracy, and Civic Courage. Rowman & Littlefield Publishers.

Gee, J. (2000). Identity as an Analytic Lens for Research in Education. Review of Research in Education, 25, 99–125.

Hoffman-Kipp, P. (2008). Actualizing Democracy: The Praxis of Teacher Identity Construction. Teacher Education Quarterly, 35(3), 151–164.

Izadinia, M. (2013). A Review of Research on Student Teachers’ Professional Identity. British Educational Research Journal, 39 (4), 694-713.

Kerby, A. (1991). Narrative and the Self. Indiana University Press.

Lamote, C., & Engels, N. (2010). The Development of Student Teachers’ Professional Identity. European Journal of Teacher Education, 33(1), 3–18.

Lave, J. & Wenger, E. (1991). Situated Learning: Legitimate Peripherical Participation. Cambridge University Press.

McAdams, D. (1985). Power, Intimacy, and the Life Story: Personological Inquiries into Identity. Guildford Press.

McLaren, P. (2003). Critical Pedagogy. In D. Gabbard (Ed.), Knowledge and Power in the Global Economy: Politics and the Rhetoric of School Reform (pp. 345- 352). Lawrence Erlbaum Associates.

Maclean, R. & White, S. (2007). Video Reflection and the Formation of Teacher Identity in a Team of Pre-Service and Experienced Teachers. Reflective Practice, 8, 47–60.

Miller, M. (2002). Examining the Discourses that Shape our Teacher Identities. Curriculum Inquiry, 32(4), 543-469.

Murphey, T. (1998). In and Between People: Facilitating Metacognition and Identity Construction. The Language Teacher, 13-15.

Nagatomo, D. (2012). Exploring Japanese University English Teachers’ Professional Identity. Multilingual Matters.

Norton, B. (2011). Language and Identity. In N. Hornberger & S. Mckay (Eds.), Sociolinguistics and Language Education (pp.349-369). Multilingual Matters.

Pennycook, A. (2005). The Social Politics and the Cultural Politics of Language Classrooms. In P. A. Richard-Amato (Ed.), Making it Happen. From Interactive to Participatory Language Teaching: Evolving Theory and Practice (pp. 467- 479). Longman.

Quintero, A. (2016). Creating a Pedagogical Space that Fosters the (Re) Construction of Self Through Life Stories of Pre-Service English Language Teachers. HOW,23(2), 106-124.

Riessman, C. (2008). Narrative Methods for the Human Sciences. Sage.

Rodgers, C. & Scott, K. (2008). The Development of the Personal Self and Professional Identity in Learning to Teach. In M. Cochran-Smith, S. Feiman-Nemser, D.J.

McIntyre & K.E. Demers (Eds), Handbook of Research on Teacher Education: Ensuring Questions in Changing Contexts (pp. 732-755). Routledge.

Singh, G. & Richards, J. (2006). Teaching and Learning in the Language Teacher Education Course Room: A Critical Sociocultural Perspective. RELC Journal, 37, 149-175.

Schön, D. (1983). The Reflective Practitioner: How Professionals Think in Action. Basic Books.

Torres-Cepeda, N.M. & Ramos-Holguín, B. (2019). Becoming Language Teachers: Exploring Student-Teachers’ Identities Construction Through Narratives. GiST Education and Learning Research Journal, 18, 6-27.

Trejo, N. (2010). The Teacher Self-Construction of Language Teachers. (Published Doctorate’s thesis). University of Exeter, UK.

Trent, J. (2011). Four Years on, I’m Ready to Teach: Teacher Education and the Construction of Teacher Identities. Teachers and Teaching 17(5), 529–543.

Veen, K. & Sleegers, P. (2006). How Does It Feel? Teachers’ Emotions in a Context of Change. Journal of Curriculum Studies, 38, 85-111.

Webster, L.& Mertova, P. (2007). Using narrative inquiry as a research method. Routledge.

Wenger, E. (1998). Communities of practice, learning, meaning, and identity.

Citado por: