Supporting Student-Teacher Researchers’ Quest for Their Voice

Rigoberto Castillo, Nathalia R. Diaz Cortés


This article deals with teacher identity development of students enrolled in the teacher training program. The authors, who advocate inquiry-based teaching practices, propose reflective and organizational strategies to support these. In order to gain insights into the experiences and values of student-teacher-researchers (STRs here on) to shape a professional teaching identity, a pre-service teacher and a professor in a second language (L2) program joined efforts to share their reflections on the process of inquiry and on the quest to find a voice when conducting and reporting their inquiry.


Academic writing; agency; classroom research; L2; teacher education; teacher identity

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