Towards the understanding of the (Re)construction of language teacher identity : a narrative embedded study

Abstract

This qualitative research study describes and interprets the way language teachers (re)construct their identities when asked to make sense of their teaching and academic experiences through narratives. The study took place in a private Colombian university and participants were three English language teachers who experienced the shift from being face-to-face teachers to distant and virtual instructors. Language teachers’ written stories based on their academic and teaching experiences were explored and analyzed through a narrative inquiry perspective. The theoretical framework was used to a) highlight the (re)construction of language teacher identities (LTIs) as a cognitive, social, and historical process (Barkhuizen, 2017; Block, 2014); b) show the (re)construction of LTIs as a prospect for teachers’ professional development (Johnson & Golombek, 2002); and c) show how sense-making and meta awareness practices can encourage language teachers to take a more critical position toward their teaching practices by reinforcing the ideas of agency and empowerment (Giroux, 2000; Freire, 1970). Findings revealed that the (re)construction of LTI is conditioned by a permanent desire of ensuring coherence between what they feel and what they do. Human and social issues embedded in their teaching experiences are key referents toward the understanding of their teachers’ selves. The study concluded that negotiation activities are a great source of identity formation. Negotiation activities led teachers to effectively manage conflicts and tensions around contextual teaching factors. Finally, teachers’ sense of analysis, innovation, and change benefited their professional development.