Page 147 - LA ENSEÑANZA APRENDIZAJE DE LENGUAS

Sección III
TEMAS ACTUALES DE ENSEÑANZA
DE LENGUAS Y LA FORMACIÓN DOCENTE 147

upon preservice teacher learning. Employing a variety of information gathering instruments, our
goal was to examine the challenges which beginning teachers face and how the service learning

experience shaped PST identity. The data was collected during the spring term of 2014.

We identified the need to explore teacher identity development in service learning, given

that previous cohorts had commented that they had often felt discouraged, isolated and had

experienced difficulties coping with the complexities and uncertainties which they encoun-

tered in schools throughout their social service. Such issues are probably influenced by an

individual’s conception of what makes a good teacher. According to Korthagen (2004), mul-

tiple factors, such as the environment, his/her behaviour, competencies, beliefs, identity and

mission, all work together to shape an individual’s theory about what makes a good teacher
and how an individual views him/herself. This is illustrated in the following figure:

Figure 1. The Onion (Korthagen, 2004:80).

Universidad Autónoma de Chiapas