Becoming an English language teacher: Continuities and Discontinuities

Abstract

The aim of the paper is to report a three-year phenomenographic study conducted on seven EFL Polish teachers with the focus on presenting how they experience different aspects of language teaching at three crucial stages: 1) the time of ELT theory studying, 2) the time of school placement, 3) the time of first-year working as professional teachers. Each stage of the study is presented from the perspective of affordances standing for the respondents’ expectations (continuities) as well as constraints (discontinuities). The article concludes that discontinuities, rather than continuities, can prove invaluable in language teacher identity development.

Keywords

• language teacher identity
• phenomenography
• continuities and discontinuities
• poland