Page 145 - LA ENSEÑANZA APRENDIZAJE DE LENGUAS

Sección III
TEMAS ACTUALES DE ENSEÑANZA
DE LENGUAS Y LA FORMACIÓN DOCENTE 145

PRESERVICE TEACHER IDENTITY

CONSTRUCTION IN ENGLISH AS A FOREIGN

LANGUAGE TEACHER EDUCATION

Ana María Elisa Díaz de la Garza

y María de Lourdes Gutiérrez Aceves

Universidad Autónoma de Chiapas, México

ABSTRACT

This paper reports on the design, implementation and findings of a research study which was
carried out at the Tuxtla Language Faculty of the University of Chiapas, Mexico with 10 preser-

vice teachers (PSTs), all participants in service learning on a second language teacher education

(SLTE) programme, in the spring term of 2014. The theoretical framework draws on socio-

cultural theories of learning (Freeman & Johnson, 1998; Johnson, 2009), more specifically on

those of identity formation (Beijaard, Paulien, Meijer, &Verloop, 2004) and situated learning

theory (Lave & Wenger, 1991) within communities of practise (CoP) (Wenger, 1998). The aims

were to examine: 1) how service learning influences early professional identity construction;
2) how personal and school related factors influence early teacher identity construction and 3)

Universidad Autónoma de Chiapas