A Qualitative Study on the Identity Construction of Pre-service English Teachers
DOI:
https://doi.org/10.22161/jhed.7.3.5Abstract
This study explores pre-service English teachers' identity construction via Wenger's CoP model. Four postgraduate students with diverse undergraduate majors and over three months of teaching internship were interviewed. Findings reveal that identity is shaped by engagement in teaching (prior experiences, courses, internships) and imagining alternatives (good teacher criteria, career visions). Participants note theory-practice conflicts, with internships revealing gaps between ideals and exam-focused realities. Their "good teacher" concepts stress competence and ethics. The study highlights the need for integrated theory-practice training and further research on dynamic identity transition.
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