Becoming an English Teacher: Narrating the three commonplaces of initial education curriculum
Th... more Becoming an English Teacher: Narrating the three commonplaces of initial education curriculum
This research is a narrative inquiry carried out by the authors as participant researchers. It explores the storied development of pre-service teachers’ professional identity expressed in field texts including multiple narratives and journal entries co-composed by 10 junior students at the EFL Teacher Education Program at Universidad Nacional de Mar del Plata, Argentina. Its theoretical rationale is grounded in a psychocultural conception of narrative identity. Its methodology is that of narrative inquiry, which studies experience as a narrated phenomenon. By means of the narrative analysis of field texts collected our inquiry conceptualizes the process of becoming an English teacher within the local initial teacher education in the light of the three commonplaces of narrative inquiry: temporality, sociality, and locality. Emerging categories are resignified considering relevant literature which suggests implications for our country’s EFL teacher education university programs.
This research article explores the storied construction of future teachers' professional identity... more This research article explores the storied construction of future teachers' professional identity as expressed in field texts including multiple narratives and journal entries co-composed with ten students at an EL teacher education program in an Argentinean state university. Its rationale is grounded in a narrative view of identity. Its methodology is that of narrative inquiry, which studies experience as a narrated phenomenon. By narratively analyzing the collected field texts, our inquiry thematizes the process of becoming an English teacher within this initial teacher education program in the light of the three commonplaces of narrative inquiry: temporality, sociality and locality. Emerging themes are resignified considering pertinent literature to suggest implications for local university EL teacher education.
Becoming an English Teacher: Narrating the three commonplaces of initial education curriculum
Th... more Becoming an English Teacher: Narrating the three commonplaces of initial education curriculum
This research is a narrative inquiry carried out by the authors as participant researchers. It explores the storied development of pre-service teachers’ professional identity expressed in field texts including multiple narratives and journal entries co-composed by 10 junior students at the EFL Teacher Education Program at Universidad Nacional de Mar del Plata, Argentina. Its theoretical rationale is grounded in a psychocultural conception of narrative identity. Its methodology is that of narrative inquiry, which studies experience as a narrated phenomenon. By means of the narrative analysis of field texts collected our inquiry conceptualizes the process of becoming an English teacher within the local initial teacher education in the light of the three commonplaces of narrative inquiry: temporality, sociality, and locality. Emerging categories are resignified considering relevant literature which suggests implications for our country’s EFL teacher education university programs.
This research article explores the storied construction of future teachers' professional identity... more This research article explores the storied construction of future teachers' professional identity as expressed in field texts including multiple narratives and journal entries co-composed with ten students at an EL teacher education program in an Argentinean state university. Its rationale is grounded in a narrative view of identity. Its methodology is that of narrative inquiry, which studies experience as a narrated phenomenon. By narratively analyzing the collected field texts, our inquiry thematizes the process of becoming an English teacher within this initial teacher education program in the light of the three commonplaces of narrative inquiry: temporality, sociality and locality. Emerging themes are resignified considering pertinent literature to suggest implications for local university EL teacher education.
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This research is a narrative inquiry carried out by the authors as participant researchers. It explores the storied development of pre-service teachers’ professional identity expressed in field texts including multiple narratives and journal entries co-composed by 10 junior students at the EFL Teacher Education Program at Universidad Nacional de Mar del Plata, Argentina. Its theoretical rationale is grounded in a psychocultural conception of narrative identity. Its methodology is that of narrative inquiry, which studies experience as a narrated phenomenon. By means of the narrative analysis of field texts collected our inquiry conceptualizes the process of becoming an English teacher within the local initial teacher education in the light of the three commonplaces of narrative inquiry: temporality, sociality, and locality. Emerging categories are resignified considering relevant literature which suggests implications for our country’s EFL teacher education university programs.
This research is a narrative inquiry carried out by the authors as participant researchers. It explores the storied development of pre-service teachers’ professional identity expressed in field texts including multiple narratives and journal entries co-composed by 10 junior students at the EFL Teacher Education Program at Universidad Nacional de Mar del Plata, Argentina. Its theoretical rationale is grounded in a psychocultural conception of narrative identity. Its methodology is that of narrative inquiry, which studies experience as a narrated phenomenon. By means of the narrative analysis of field texts collected our inquiry conceptualizes the process of becoming an English teacher within the local initial teacher education in the light of the three commonplaces of narrative inquiry: temporality, sociality, and locality. Emerging categories are resignified considering relevant literature which suggests implications for our country’s EFL teacher education university programs.