English Language Preservice Teachers’ Identity Construction Within Academic and Other Communities

• Published in: PROFILE issues in teachers' professional development Vol. 24; no. 1; pp. 247 - 260
• Main Author: Posada Ortiz, Julia Zoraida
• Format: Journal Article
• Language: English; Portuguese
• Published: Bogota Universidad Nacional de Colombia 01.01.2022; Departamento de Lenguas Extranjeras, Universidad Nacional de Colombia
• Subjects: communities; Data collection; Decision making; EDUCATION & EDUCATIONAL RESEARCH; English (Second Language); English as a second language; English as a second language instruction; English language; English teachers; Foreign Countries; Foreign language learning; identity; Influences; Language Teachers; Narratives; Pedagogy; preservice teacher education; Preservice Teachers; Professional Autonomy; Professional Identity; Second Language Instruction; Second language teachers; Student teachers; Teacher education; Colombia (Bogota); identidad profesional; identity; preservice teacher education; professional identity; comunidades; identidad; formación docente inicial; communities
• ISSN: 1657-0790; 2256-5760; 1657-0790; 2256-5760
• DOI: 10.15446/profile.v24n1.93110

This article reports on a doctoral research that sought to unveil the identities present in the communities to which four English as a foreign language preservice teachers belong. The study was carried out with a decolonial perspective that included an interepistemic dialogue among narrative inquiry, narrative pedagogy, and the indigenous research paradigm. The main instrument of data collection was autobiographies. The participants and the researcher analysed data jointly. The findings indicate that the preservice teachers’ identity construction is mutable and not essentialised. Mutable as it changes over time and not essentialised since it involves social, cultural, and personal dimensions.