Becoming Language Teachers: Exploring Student-teachers’ Identities Construction through Narratives

Keywords: Identity, language learners’ identities, teacher identity, classroom interaction, second language acquisition


This paper reports on the findings of a qualitative narrative study. Its aim was to analyze what student-teachers’ narratives unveiled about the construction of their identity as language learners, and the connections made with being future in-service teachers. This study, which was carried out with undergraduate students from a public university in Tunja, was the product of permanent interaction and dialogue with student-teachers in their initial teaching experiences. Narratives, in-depth interviews, and journals were used as data collection instruments. Data were analyzed using the grounded theory approach. The results suggest that student-teachers construct and re-construct their identities as language learners and future teachers across classroom interactions and their empowerment through teaching and reflection


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Author Biographies

Nancy María Torres-Cepeda, Universidad Pedagógica y Tecnológica de Colombia, Colombia

holds an M.A in Language Teaching and a B.A in Modern Languages Spanish-English from Universidad Pedagógica y Tecnológica de Colombia. She is a full-time English language teacher at El Divino Niño school in the state of Boyacá, Colombia. She is also a member of the research group TONGUE at Universidad Pedagógica y Tecnológica de Colombia. As part of the research group TONGUE, she has authored and coauthored research academic papers as a result of her research interest in EFL learning and teaching. Her research interests encompass teacher identity construction, critical pedagogy, and material development.

Bertha Ramos-Holguín, Universidad Pedagógica y Tecnológica de Colombia, Colombia

holds a Ph.D in Education Sciences  from Universidad Pedagógica y Tecnológica de Colombia (UPTC), an M.A in Applied Linguistics to the Teaching of English as a Foreign Language  and a B.A in Modern Languages from Universidad Distrital Francisco José de Caldas. She is currently a researcher and an English professor in the School of Languages at UPTC.  As part of the research group TONGUE, she has authored and coauthored research academic papers and English textbooks as a result of her research interest in EFL learning and teaching. She has also been part of diverse academic and scientific committees in tertiary institutions in Colombia.


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How to Cite
Torres-Cepeda, N. M., & Ramos-Holguín, B. (2019). Becoming Language Teachers: Exploring Student-teachers’ Identities Construction through Narratives. GiST Education and Learning Research Journal, 18, 6-27.