Narratives about Being and Becoming English Language Teachers in an ELT Education Program
This article presents an analysis of the narratives written by four pre-service English language teachers (PELTs) during the last semester of their undergraduate program. The study aims to understand the constructions related to being and becoming PELTs and the possible contributions that the Englis...
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| Format: | Article |
| Language: | English |
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Universidad Distrital Francisco José de Caldas
2022-05-01
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| Series: | Colombian Applied Linguistics Journal |
| Subjects: | |
| Online Access: | https://revistas.udistrital.edu.co/index.php/calj/article/view/17940 |
| _version_ | 1828272042309320704 |
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| author | Jairo Enrique Castañeda Trujillo Eliana Maritza Alarcón Camacho María Fernanda Jaime Osorio |
| author_facet | Jairo Enrique Castañeda Trujillo Eliana Maritza Alarcón Camacho María Fernanda Jaime Osorio |
| author_sort | Jairo Enrique Castañeda Trujillo |
| collection | DOAJ |
| description | This article presents an analysis of the narratives written by four pre-service English language teachers (PELTs) during the last semester of their undergraduate program. The study aims to understand the constructions related to being and becoming PELTs and the possible contributions that the English language teacher (ELT) education program provided to shape those identities. The narratives were reconstructed from two narrative frames written by the PELTs and their responses to a narrative interview. The results reveal how participants (re)signify their profession from their experiences in the program, the teaching practicum, and other settings. PELTs construct and consolidate their professional identity initially from a technical perspective. However, their experiences and the guidance of some teacher educators transformed their view of education into a more critical and informed perspective. In conclusion, professional identity could potentially be formed and changed based on the experiences provided throughout the PELTs’ education. Considering this, initial English teacher education programs should establish strategies that contribute to this end from the beginning of undergraduate studies. |
| first_indexed | 2024-04-13T06:01:36Z |
| format | Article |
| id | doaj.art-104383a510ab421d8d9bd06603f3c70b |
| institution | Directory Open Access Journal |
| issn | 0123-4641 2248-7085 |
| language | English |
| last_indexed | 2024-04-13T06:01:36Z |
| publishDate | 2022-05-01 |
| publisher | Universidad Distrital Francisco José de Caldas |
| record_format | Article |
| series | Colombian Applied Linguistics Journal |
| spelling | doaj.art-104383a510ab421d8d9bd06603f3c70b2022-12-22T02:59:25ZengUniversidad Distrital Francisco José de CaldasColombian Applied Linguistics Journal0123-46412248-70852022-05-01241385010.14483/22487085.1794016702Narratives about Being and Becoming English Language Teachers in an ELT Education ProgramJairo Enrique Castañeda Trujillo0https://orcid.org/0000-0002-3002-7947Eliana Maritza Alarcón Camacho1https://orcid.org/0000-0003-2622-673XMaría Fernanda Jaime Osorio2https://orcid.org/0000-0001-8938-8248Universidad SurcolombianaUniversidad SurcolombianaUniversidad SurcolombianaThis article presents an analysis of the narratives written by four pre-service English language teachers (PELTs) during the last semester of their undergraduate program. The study aims to understand the constructions related to being and becoming PELTs and the possible contributions that the English language teacher (ELT) education program provided to shape those identities. The narratives were reconstructed from two narrative frames written by the PELTs and their responses to a narrative interview. The results reveal how participants (re)signify their profession from their experiences in the program, the teaching practicum, and other settings. PELTs construct and consolidate their professional identity initially from a technical perspective. However, their experiences and the guidance of some teacher educators transformed their view of education into a more critical and informed perspective. In conclusion, professional identity could potentially be formed and changed based on the experiences provided throughout the PELTs’ education. Considering this, initial English teacher education programs should establish strategies that contribute to this end from the beginning of undergraduate studies.https://revistas.udistrital.edu.co/index.php/calj/article/view/17940initial teacher educationnarrative inquiryteacher identitypre-service english teachers |
| spellingShingle | Jairo Enrique Castañeda Trujillo Eliana Maritza Alarcón Camacho María Fernanda Jaime Osorio Narratives about Being and Becoming English Language Teachers in an ELT Education Program Colombian Applied Linguistics Journal initial teacher education narrative inquiry teacher identity pre-service english teachers |
| title | Narratives about Being and Becoming English Language Teachers in an ELT Education Program |
| title_full | Narratives about Being and Becoming English Language Teachers in an ELT Education Program |
| title_fullStr | Narratives about Being and Becoming English Language Teachers in an ELT Education Program |
| title_full_unstemmed | Narratives about Being and Becoming English Language Teachers in an ELT Education Program |
| title_short | Narratives about Being and Becoming English Language Teachers in an ELT Education Program |
| title_sort | narratives about being and becoming english language teachers in an elt education program |
| topic | initial teacher education narrative inquiry teacher identity pre-service english teachers |
| url | https://revistas.udistrital.edu.co/index.php/calj/article/view/17940 |
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