Exploring Chilean EFL Student Teachers’ Development of Teacher Identity Through Perezhivanie

Malba Barahona, Flor Toledo-Sandoval

Research output: Contribution to journalArticlepeer-review

Abstract

This study was designed to understand the multi-layered aspects and conflicts that shaped the identity development of English language pre-service teachers in Chile. This longitudinal, multiple case study research investigated the identity trajectories of seven EFL Chilean pre-service teachers over an 18-month period. Data were drawn from a range of sources, including semi-structured interviews, analysis of recorded lessons, and pedagogical artefacts. Framed by a sociocultural perspective, student teachers’ perezhivanie and lived experiences were examined. This work found that the transition to a developed English language teacher identity was a slow and recursive process and shaped by multiple interactions and situations of conflict in practice. Strong and conflicting emotions of joy, self-fulfilment and frustration, anxiety, and self-doubts were recurrent. These findings contribute to the understanding of how English language teacher identity is developed in the Global South.

Original languageEnglish
JournalJournal of Language, Identity and Education
DOIs
StateAccepted/In press - 2022
Externally publishedYes

Keywords

  • Chile
  • EFL
  • perezhivanie
  • teacher identity

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