Narratives about Being and Becoming English Language Teachers in an ELT Education Program

This article presents an analysis of the narratives written by four pre-service English language teachers (PELTs) during last semester their undergraduate program. The study aims to understand constructions related being and becoming PELTs possible contributions that teacher (ELT) education program provided shape those identities. were reconstructed from two narrative frames responses a interview. results reveal how participants (re)signify profession experiences in program, teaching practicum, other settings. construct consolidate professional identity initially technical perspective. However, guidance some educators transformed view into more critical informed In conclusion, could potentially be formed changed based on throughout PELTs’ education. Considering this, initial programs should establish strategies contribute this end beginning studies.