Teacher Identity in Language Pedagogy. A Narrative Perspective from Two Colombian Teacher Educators’ Experience

This paper accounts for the inspection of two language teachers’ identities and pedagogy through six conversations in a sixth-month period at universities Bogotá, Colombia. By adopting no-methodology perspective, this study resorts to notion narrative document experiences inspect how traditional, yet static notions teacher pedagogy, are configured re-configured pedagogical practice. Therefore, findings revealed that English teachers contest marginal hegemonic identity constructions enacting their conception. As result, alternative ways being doing exposed as mechanism exist re-signify what has meant teaching field.