HOW (Jan 2018)

EFL Student-Teachers’ Identity Construction: A Case Study in Chile

  • Dánisa Salinas,
  • Maximiliano Ayala

DOI
https://doi.org/10.19183/how.25.1.380
Journal volume & issue
Vol. 25, no. 1

Abstract

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The objective of this study is to explore the process of professional identity construction of two English as a foreign language student-teachers from a sociocultural theoretical lens. A qualitative case study was conducted through personal narratives, semi-structured interviews, and a focus group. The data were analyzed using a grounded theory approach. The results show that the process of student-teachers’ professional identity construction is unstable and dynamic, and is shaped by inter-related personal and external factors such as self-image, learning environment, and practicum experiences.

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