The Language Teacher Identity Formation: A Case Study Involving TEFL Undergraduate Students

Victoria Oliveira da Silva; Larissa Dantas Rodrigues Borges

doi:10.46230/2674-8266-13-5191

Auteurs

Victoria Oliveira da Silva Universidade do Porto – Uporto https://orcid.org/0000-0003-1449-6134
Larissa Dantas Rodrigues Borges Universidade Federal do Pará – UFPA https://orcid.org/0000-0002-3913-4642

DOI :

https://doi.org/10.46230/2674-8266-13-5191

Mots-clés :

Teaching pratice, language teaching, Teacher education, identity, emotions

Résumé

Becoming a teacher is a process that underlies different aspects and purposes of social interaction and the construction of a professional identity. Student-teachers perception of themselves and their emotional states might differ from what is expected from them or even from their own goals. Therefore, this research attempted to investigate the development of teacher identity formation in Teaching English as a Foreign Language (TEFL) students through their own perception of their professional identity. It was conducted as a case study and the participants were undergraduate students in the last term. An open-ended questionnaire was used to collect data. Practical activities related to teaching and contact with teaching contexts and with students had a positive evaluation on the part of student-teachers regarding the formation of their identity as teachers. This research demonstrates the importance of the practice in the context of teacher training for the establishment and maturation of teacher identity.

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Bibliographies de l'auteur

Victoria Oliveira da Silva, Universidade do Porto – Uporto

Mestranda em Linguística na Universidade do Porto. Licenciada em Letras - Inglês pela Universidade Federal do Pará. E-mail: up201901321@letras.up.pt

Larissa Dantas Rodrigues Borges, Universidade Federal do Pará – UFPA

Doutora em Estudos Linguísticos. Professora efetiva na Faculdade de Letras Estrangeiras Modernas (FALEM - UFPA). Atualmente coordena o Laboratório de Ensino de Línguas (LAEL), voltado para a formação de professores de línguas e coordena o grupo de pesquisa com foco na autonomia e na empatia na formação de professores de línguas. Seus interesses de pesquisa são autonomia no ensino e aprendizagem de línguas como um sistema adaptativo complexo; formação de professores e gêneros textuais.

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