Abstract
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.
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.