Factors Shaping EFL Preservice Teachers’ Identity Configuration
Keywords:practicum, teachers' identity, EFL, identity, preservice teachers
Preservice EFL teachers face many challenges when developing their practicum. Such an experience shapes their identity and influences the teaching and learning processes. This descriptive case study is about preservice teachers’ identity formation and the factors that shaped their identity configurations during a practicum course offered at a state university in Colombia. Data, collected through interviews, reflective journals, and drawing-derived metaphors were analyzed using thematic analysis. The results identified participants’ value/belief system, personality traits, context, pedagogical decisions, reflective practice, and critical incidents as influential factors in their identity formation process. The findings also revealed that identity can be constructed through the intersection between the different experiences they go through during their practicum and their past and future trajectories. The study suggests that EFL teacher education programs should take explicit pedagogical actions to incorporate the identified factors in their curriculum. This could strengthen EFL preservice teachers’ identity configurations and prepare them better for their future teaching roles.
Akcan, S. (2016). Novice non-native English teachers’ reflections on their teacher education programmes and their first years of teaching. PROFILE: Issues in Teachers’ Professional Development, 18(1), 55-70. https://doi.org/10.15446/profile.v18n1.48608
Akkerman, S., & Meijer, P. (2011). A Dialogical approach to conceptualizing teacher identity. Teaching and Teacher Education: An International Journal of Research and Studies, 27(2), 308-31 https://doi.org/10.1016/j.tate.2010.08.013
Beijaard, D., Meijer, P., & Verloop, N., (2004). Reconsidering research on teachers’ professional identity. Teaching and Teacher Education, 20, 107–128. https://doi.org/10.1016/j.tate.2003.07.001
Beltman, S., Glass, C., Dinham, J., Chalk, B., & Nguyen, B. (2015). Drawing identity Beginning pre-service teachers’ professional identities. Issues in Educational Research, 25(3), 225-245. Retrieved from http://www.iier.org.au/iier25/beltman.pdf
Bucholtz, M., & Hall, K. (2005). Identity and interaction: a sociocultural linguistic approach. Discourse Studies, 7(4–5), 585–614. Retrieved from http://bucholtz.linguistics.ucsb.edu/sites/secure.lsit.ucsb.edu.ling.d7_b/files/sitefiles/research/publications/BucholtzHall2005-DiscourseStudies.pdf
Castañeda, J., & Aguirre, A. (2018). Pre-service English teachers’ voices about the teaching practicum. HOW, A Colombian Journal for Teachers of English, 25(1), 156-173. https://doi.org/10.19183/how.25.1.420
Castellanos, J. (2013). The role of English pre-service teachers’ beliefs about teaching in teacher education programs. PROFILE: Issues in Teachers’ Professional Development, 15(1), 95-206. Retrieved from https://revistas.unal.edu.co/index.php/profile/article/view/37878
Chong, S., Low, E., & Goh, K. (2011). Emerging professional teacher identity of pre-service teachers. Australian Journal of Teacher Education, 36(8), 50-64. Retrieved from https://files.eric.ed.gov/fulltext/EJ937005.pdf
Cohen, L., Manion, L., & Morrison, K. (2007). Research methods in education. New York, NY: Routledge Books.
Conderman, G., & Morin, J. (2004). Twenty ways to reflect upon your practice.Intervention in School and Clinic, 40(2), 111-115.
Díaz de la Garza, A. (2017). The emerging identity of pre-service teachers during the practicum component of second language teacher education (Doctoral dissertation).
Retrieved from https://eprints.soton.ac.uk/411892/
Fajardo, J. (2014). Learning to teach and professional identity: Images of personal andprofessional recognition. PROFILE Issues in Teachers’ Professional Development,16(2), 49-65. Retrieved from https://revistas.unal.edu.co/index.php/profile/article/view/38075/47712
Fraser, D., & McGee, C. (2012). The professional practice of teaching. Australia: Cengage Learning.
Guerrero, C., & Meadows, B. (2015). Global professional identity in deterritorialized spaces: A case study of a critical dialogue between expert and novice nonnative English speaker teachers. PROFILE: Issues in Teachers’ Professional Development, 17(2), 13-27. http://dx.doi.org/10.15446 /profile.v17n2.44194
Heikonen, L., Pietarinen, J., Pyhältö, K., Toom, A., & Soini, T. (2017). Early career teachers’ sense of professional agency in the classroom: Associations with turnover intentions and perceived inadequacy in teacher-student interaction Asia-Pacific. Journal of Teacher Education, 45(3), 250-266. https://doi.org/10.1080/1359866X.2016.1169505
Ho, B., & Richards, J. (2008). Reflective thinking through teacher journal writing. Retrieved from http://sunzi1.lib.hku.hk/hkjo/view/10/1000060.pdf.
Insuasty, E., & Zambrano, L. (2010). Exploring reflective teaching through informed journal keeping and blog group discussion in the teaching practicum. PROFILE: Issues in Teachers’ Professional Development, 12(2), 87-105. Retrieved from https://revistas.unal.edu.co/index.php/profile/article/view/17682
Izadinia, M. (2013). A review of research on student teachers’
professional identity. British Educational Research Journal, 39(4), 694–713. https://doi.org/10.1080/01411926.2012.679614
Kohli, R., Picower, B., Martinez, A., & Ortiz, N. (2015). Critical professional development: Centering the social justice needs of teachers. International Journal of Critical Pedagogy, 6 (2), 7-24. Retrieved from http://libjournal.uncg.edu/ijcp/article/view/1057
Korthagen, F. (2004). In search of the essence of a good teacher: towards a more holistic approach in teacher education. Teaching and Teacher Education, 20(1), 77-97. https://doi.org/10.1016/j.tate.2003.10.002
Kumaravadivelu, B. (2012). Language Teacher Education for a Global Society: A Modular Model for Knowing, Analyzing, Recognizing, Doing, and Seeing. ESL & Applied Linguistics Professional Series. New York, NY: Routledge.
Lengeling, M., & Mora, P. (2016). Reflections on critical incidents of EFL teachers during career entry in Central Mexico. HOW, A Colombian Journal for Teachers of English, 23(2), 75-88. Retrieved from http://www.scielo.org.co/scielo.php?script=sci_abstract&pid=S0120-59272016000200005
Lerseth, K. (2013). Identity development among pre-service teacher candidates (Doctoral dissertation). Retrieved from
Maaranen, K., & Stenberg, K. (2017). Portraying reflection: The
contents of student teachers’ reflection on personal practical theories and practicum experience. Reflective Practice, International and Multidisciplinary Perspectives, 8(5), 699-712. https://doi.org/10.1080/14623943.2017.1323729
Merrian, S. (2009). Qualitative research: A guide to design and implementation. San Francisco, US: Jossey-Bass.
Morrison, C. (2012). I've got my degree and teacher registration but where do I get my professional identity? (Doctoral dissertation). Retrieved from https://find.library.unisa.edu.au/primo- explore/fulldisplay?docid=UNISA_ALMA51111873410001831&vid=ROR&sortby
Morrison, C. (2013). Teacher Identity in the Early Career Phase: Trajectories that Explain and Influence Development. Australian Journal of Teacher Education, 38(4). http://dx.doi.org/10.14221/ajte.2013v38n4.5
Murphy, J. (2001). Reflective teaching in ELT. In M. Celce-Murcia (Ed.), Teaching English as a second or foreign language (pp. 499-515). Boston: Heinle & Heinle.
O'Shea, S. (2014). Transitions and turning points: exploring how first-in-family female students story their transition to university and student identity formation, International Journal of Qualitative Studies in Education, 27:2, 135-158. doi: 10.1080/09518398.2013.771226
Pennington, M. C., & Richards, J. C. (2016). Teacher Identity in Language Teaching: Integrating Personal, Contextual, and Professional Factors. RELC Journal, 47(1), 5–23. https://doi.org/10.1177/0033688216631219
Pillen, M., Beijaard, D., & Brok, P. (2013) Tensions in beginning teachers’ professional identity development, accompanying feelings and coping strategies. European Journal of Teacher Education, 36(3), 240-260. doi: 10.1080/02619768.2012.696192
Pinzón, S., & Guerrero, C. (2018). Living the teaching practicum within dichotomies: The story from within when implementing ICTs in the English language classroom. HOW, A Colombian Journal for Teachers of English, 25(2), 69-89. https://doi.org/10.19183/how.25.2.459
Quintero, A. (2016). Creating a pedagogical space that fosters the (re)construction of self through life stories of pre-service English language teachers. HOW, A Colombian Journal for Teachers of English, 23(2), 106-124. http://dx.doi.org/10.19183/how.23.2.293
Quintero, A., & Guerrero, C. H. (2013). “Of Being and not Being:” Colombian Public Elementary School Teachers’ Oscillating Identities. HOW Journal, 20(1), 190-205. Retrieved from https://howjournalcolombia.org/index.php/how/article/view/30
Reeves, J. (2018). Teacher identity. In the TESOL Encyclopedia of English Language Teaching. https://doi.org/10.1002/9781118784235.eelt0268
Richards, L. (2009). Handling qualitative data: A practical guide (2nd ed.). London, UK: SAGE
Riyanti, D. (2017). Teacher identity development: A collective case study of English as a Foreign language pre-service teachers learning to teach in an Indonesian university teacher education program (Doctoral dissertation). Retrieved from http://digitalcommons.unl.edu/cehsdiss/289
Rodgers, C., & Scott, K. (2008). The development of the personal self and professional identity in learning to teach. In M. Cochran-Smith, S. Feiman-Nemser , D. McIntyre & K. Demers (Eds.), Handbook of research in teacher education (pp.732-755). UK: Routledge Books
Sexton, D. (2008). Student teachers negotiating identity, role, and agency. Teacher Education Quarterly, 35(3), 73-88. Retrieved from https://files.eric.ed.gov/fulltext/EJ831717.pdf
Shohamy, E. (2009). Language Teachers as Partners in Crafting Educational Language Policies? Íkala, Revista de Lenguaje y Cultura, 14(2), 45-67
Suárez, S., & Basto, E. (2017). Identifying pre-service teachers’ beliefs about teaching EFL and their potential changes. PROFILE: Issues in Teachers’ Professional Development, 19(2), 167-184. https://doi.org/10.15446/profile.v19n2.59675
Varghese, M., Morgan, B., Johnston, B., & Johnson, K. (2005) Theorizing language teacher identity: Three perspectives and beyond. Journal of Language, Identity and Education, 4(1), 21-44. doi: 10.1207/s15327701jlie0401_2
How to Cite
Copyright (c) 2020 Íkala
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.