Building EFL Preservice Teachers’ Professional Identity: Does Gender Matter?
This study explores the beliefs of English as a foreign language preservice secondary education teachers regarding the construction of teachers’ professional identity. A questionnaire was used to obtain the opinions of 131 future teachers in the 2014–2020 academic years. Results showed that the part...
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| Format: | Article |
| Language: | English |
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Universidad Nacional de Colombia
2022-07-01
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| Series: | Profile: Issues in Teachers' Professional Development |
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| Online Access: | https://revistas.unal.edu.co/index.php/profile/article/view/95186 |
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| author | Elisa Pérez-Gracia Rocío Serrano-Rodríguez Alfonso Pontes-Pedrajas |
| author_facet | Elisa Pérez-Gracia Rocío Serrano-Rodríguez Alfonso Pontes-Pedrajas |
| author_sort | Elisa Pérez-Gracia |
| collection | DOAJ |
| description | This study explores the beliefs of English as a foreign language preservice secondary education teachers regarding the construction of teachers’ professional identity. A questionnaire was used to obtain the opinions of 131 future teachers in the 2014–2020 academic years. Results showed that the participants understood teachers’ professional identity to be connected to the ability to motivate students, manage the classroom, and care about interpersonal relations. Women and men think differently regarding the effect of the acquisition of new methodologies, the psycho-pedagogical training, and a longer placement period in the construction of teachers’ professional identity. To conclude, this study provided the chance to reflect on the importance of strengthening the professional identity of English as a foreign language teachers while considering the gender perspective to introduce changes in the curriculum. |
| format | Article |
| id | doaj-art-a631e823a5024e84a7ec09c81a92073b |
| institution | Kabale University |
| issn | 1657-0790 |
| language | English |
| publishDate | 2022-07-01 |
| publisher | Universidad Nacional de Colombia |
| record_format | Article |
| series | Profile: Issues in Teachers' Professional Development |
| spelling | doaj-art-a631e823a5024e84a7ec09c81a92073b2025-08-20T03:38:44ZengUniversidad Nacional de ColombiaProfile: Issues in Teachers' Professional Development1657-07902022-07-0124211713110.15446/profile.v24n2.95186Building EFL Preservice Teachers’ Professional Identity: Does Gender Matter?Elisa Pérez-Gracia0https://orcid.org/0000-0002-6219-7203Rocío Serrano-Rodríguez1https://orcid.org/0000-0002-9447-9336Alfonso Pontes-Pedrajas2https://orcid.org/0000-0002-7958-5798Universidad de CórdobaUniversidad de CórdobaUniversidad de CórdobaThis study explores the beliefs of English as a foreign language preservice secondary education teachers regarding the construction of teachers’ professional identity. A questionnaire was used to obtain the opinions of 131 future teachers in the 2014–2020 academic years. Results showed that the participants understood teachers’ professional identity to be connected to the ability to motivate students, manage the classroom, and care about interpersonal relations. Women and men think differently regarding the effect of the acquisition of new methodologies, the psycho-pedagogical training, and a longer placement period in the construction of teachers’ professional identity. To conclude, this study provided the chance to reflect on the importance of strengthening the professional identity of English as a foreign language teachers while considering the gender perspective to introduce changes in the curriculum.https://revistas.unal.edu.co/index.php/profile/article/view/95186english teacher educationidentitypreservice teacher educationteaching profession |
| spellingShingle | Elisa Pérez-Gracia Rocío Serrano-Rodríguez Alfonso Pontes-Pedrajas Building EFL Preservice Teachers’ Professional Identity: Does Gender Matter? Profile: Issues in Teachers' Professional Development english teacher education identity preservice teacher education teaching profession |
| title | Building EFL Preservice Teachers’ Professional Identity: Does Gender Matter? |
| title_full | Building EFL Preservice Teachers’ Professional Identity: Does Gender Matter? |
| title_fullStr | Building EFL Preservice Teachers’ Professional Identity: Does Gender Matter? |
| title_full_unstemmed | Building EFL Preservice Teachers’ Professional Identity: Does Gender Matter? |
| title_short | Building EFL Preservice Teachers’ Professional Identity: Does Gender Matter? |
| title_sort | building efl preservice teachers professional identity does gender matter |
| topic | english teacher education identity preservice teacher education teaching profession |
| url | https://revistas.unal.edu.co/index.php/profile/article/view/95186 |
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