The dynamic process of student-teachers’ construction of identity as future teachers

This paper reports the findings of a qualitative narrative-inquiry study aimed at exploring what English-as-a-Foreign-Language (EFL) student-teachers’ life stories revealed about their identity construction as future teachers. The project was carried out among eighth-semester student-teachers from public university in Tunja, Boyaca (Colombia). Hence, data collection drew upon written and in-depth interviews. Findings suggest that there are some critical factors helped construct identities EFL These all tied to previous experiences language learners themselves, connection affiliation they establish with teacher educators projected images have themselves Moreover, real teaching were opportunities for make sense myriad issues education involves, which made them, develop positions towards