A Narrative Inquiry Into Pre-Service English Teachers’ Temporal Investments in Their Initial Education Curriculum

Main Article Content

María Cristina Sarasa

Abstract

This paper originates from a narrative inquiry into English teachers’ identity carried out with 24 undergraduates at an Argentinean university English as an international language teacher education program. Grounded in a narrative conceptualization of identity, this enquiry gathered participants’ storied field texts that were analyzed narratively. This paper explores how students’ narratives disclosed the exercise of their agency concerning the program’s curriculum by deciding how and when (not) to invest, reinvest, or divest their personal time in scheduled courses. We problematize these categories originating in undergraduates’ narratives, connecting them to literature in the field of curriculum. The conclusion suggests the implications these situated findings entail for English as an international language teacher education curriculum and research.

Article Details

How to Cite
Sarasa, M. C. (2017). A Narrative Inquiry Into Pre-Service English Teachers’ Temporal Investments in Their Initial Education Curriculum. HOW, 24(1), 27–43. https://doi.org/10.19183/how.24.1.337
Section
Research Reports
Author Biography

María Cristina Sarasa, Departamento de Lenguas Modernas, Centro de Investigaciones Multidisciplinarias en Educación (CIMEd--CLACSO), Facultad de Humanidades, Universidad Nacional de Mar del Plata, Argentina

María Cristina Sarasa is a full time tenured EIL teacher educator in the Department of Modern Languages and a researcher with the Centro de Investigaciones Multidisciplinarias en Educación (CIMEd, CLACSO affiliated member center) in the School of Humanities, Universidad Nacional de Mar del Plata, Argentina.

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