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

Malba Barahona, Flor Toledo-Sandoval

Research output: Contribution to journalArticlepeer-review

1 Scopus citations


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
StateAccepted/In press - 2022
Externally publishedYes


  • Chile
  • EFL
  • perezhivanie
  • teacher identity


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