Abstract
AbstractWhile explorations involving teacher identity have been prevalent in applied linguistics, studies have often focused on the teacher's vantage point and explored the identities of teachers who are currently practicing. Using a constructivist grounded theory approach, this study explores the projected identities of two undergraduates with no teaching experience as they attempt to position themselves as potential future EFL teachers in their personal statements submitted for a teaching grant. Following the text analysis, three experienced teachers read the applicants’ statements using think‐alouds, revealing how teacher education community gatekeepers received the prospective teachers’ identities. The findings show three identities shared by the novices. Additionally, the experienced teachers had clear positions regarding what identities they prescribed value to. Implications for prospective teachers and future research are discussed.
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