“What Kind of Teachers We Are (Becoming) and What Kind of Teachers We Might Be”—Making Sense of Duoethnographic Positive Psychology-Related Experience by Preservice English Teachers

Abstract

The chapter discusses the construct of preservice language teacher identity related to the aspects of positive psychology. The author draws on findings from a three-stage longitudinal duoethnographic study of 10 pairs (duo) of preservice English teachers with a view to exploring what preservice teacher identities are emerging from their dialogues, which can also shed light on their future teaching practice. The themes and discourses identified in the study and interpreted in the context of the current theoretical frameworks imply that preservice teacher identity is in a constant state of flux. It is suggested that the application of duoethnographic dialogues in teacher preparation programmes may offer a way of capturing its emergence in order to learn both about teacher identity and from teacher identity.