Identity construction of EFL pre-service teachers

Abstract

EFL pre-service teachers’ identity construction has been studied during the last decade due to the interest in improving the quality of education and socioeducational relationships. Student teachers’ identity is defined as a set of beliefs and values that a person has. It has been observed that most of the research is focused on methodologies for teaching; however, little attention has been paid to pre-service teachers' identity formation. Furthermore, the development of preservice teachers’ identity has been retained by the lack of support from governmental and educational policies. The objectives of this research synthesis are to analyze the reported factors that influence EFL pre-service teachers’ identity development and to explore the evolution process that EFL pre-service teachers’ identity construction goes through. In this exploratory research synthesis, twenty empirical articles have been selected, reviewed, and analyzed. The findings indicate that self-image, learning environment, practicum, motivation, and cognitive and emotional aspects were identified as the main factors that influence pre-service teachers’ identity. Moreover, the patterns involved in identity construction, the professional and personal sides of pre-service teachers, and interaction in various communities were part of the evolution process of identity construction of student teachers