EFL Student-Teachers’ Identity Construction: A Case Study in Chile

Dánisa Salinas, Maximiliano Ayala


The objective of this study is to explore the process of professional identity construction of two English as a foreign language student-teachers from a sociocultural theoretical lens. A qualitative case study was conducted through personal narratives, semi-structured interviews, and a focus group. The data were analyzed using a grounded theory approach. The results show that the process of student-teachers’ professional identity construction is unstable and dynamic, and is shaped by inter-related personal and external factors such as self-image, learning environment, and practicum experiences.


English as a foreign language pre-service teachers; identity construction; sociocultural theory; undergraduate experience

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DOI: http://dx.doi.org/10.19183/how.25.1.380


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