Abstract
ABSTRACT This study sought to examine how professional identities of English Language Teacher Educators (ELTEs) evolved considering current socio-political factors surrounding Teaching English as an International Language (TEIL) in Colombia. This in-depth research examined how a group of 5 non-native ELTEs constructed and transformed their identity in an English Teacher Education programme. It is framed by an interpretive paradigm and a critical action research approach. Interviews, a series of small group study events, and ELTEs' reflective reports were the three approaches employed to collect the data. The main finding of this investigation showed a certain degree of change in participants' professional identities.
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