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

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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.

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How to Cite
Salinas, D., & Ayala, M. (2018). EFL Student-Teachers’ Identity Construction: A Case Study in Chile. HOW, 25(1), 33–49. https://doi.org/10.19183/how.25.1.380
Research Reports
Author Biographies

Dánisa Salinas, Universidad Andrés Bello

Dánisa Salinas holds an EdD, an MA in Linguistics, and two teaching degrees (EFL teacher and primary teacher). Her research areas are second language acquisition and teacher identity. She is the director of a TESOL Master Program and teaches in the undergraduate teaching Program at Universidad Andrés Bello.

Maximiliano Ayala

Maximiliano Ayala holds an MA in TESOL and a teaching degree in EFL. His research is focused on teaching English as a foreign language. He is currently working as a teacher of English and as a practicum supervisor.


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