DOI:
https://doi.org/10.14483/22487085.23952Published:
2026-10-06Issue:
Vol. 28 No. 2 (2026): CALJ: july-decemberSection:
Research ArticlesTeachers across Pandemic Times: Unpacking In-Service English Language Teacher- Educators’ Traces of Professional Identities
Profesores en tiempos de pandemia: Develando identidades profesionales en profesores-educadores de inglés en servicio
Keywords:
docente-educador, formación de docentes de segunda lenguas, identidad, pandemia, práctica profesional (es).Keywords:
identity, pandemic, SLATE, teacher-educator, teaching, practicum (en).Downloads
Abstract (en)
This study explored the complex identity development of initial teacher-educators, particularly those transitioning from high school English teaching to EFL teacher-education roles. This transition involved significant pedagogical challenges and emotional tensions, leading to a continuous process of identity [de]construction and reconstruction. While research highlights the competencies required for teacher-educators, a consensus on specific content knowledge and its practical application remains elusive. Many initial teacher-educators, despite strong practical knowledge from secondary education, struggle to transpose this to student-teacher preparation. This paper, inspired by narrative inquiry from a macro research project, documented the lived experiences and perceptions of two initial teacher-educators in an English and French undergraduate program in the Caribbean region of Colombia during the COVID-19 pandemic, which prompted ontological, epistemological, and methodological changes in the participants’ pedagogical decisions. Findings suggest that initial teacher-educator identity development is a challenging, self-directed process, often relying on prior experience and academic credentials. Beyond pedagogical and research skills, a crucial need exists for enhancing sociocultural awareness, teaching and learning environments, and social justice commitment, especially within the unique socio-political context of Colombia.
Abstract (es)
Este estudio buscó explorar el desarrollo complejo de la identidad de los docentes de formación inicial, en particular de aquellos en transición de la docencia de inglés en secundaria a la formación de docentes de inglés como lengua extranjera (EFL, por sus siglas en inglés). Esta transición implicó importantes desafíos pedagógicos y tensiones emocionales, lo que condujo a un proceso continuo de [de]construcción y reconstrucción de la identidad. Si bien la investigación destaca las competencias requeridas para los docentes de formación inicial, aún no se ha alcanzado un consenso sobre el conocimiento específico del contenido y su aplicación práctica. Muchos docentes de formación inicial, a pesar de poseer sólidos conocimientos prácticos adquiridos en secundaria, tienen dificultades para aplicarlos en la preparación de docentes en formación. Este artículo, inspirado en la indagación narrativa de un macroproyecto de investigación, documentó las experiencias y percepciones de dos docentes de formación inicial en un programa de pregrado de inglés y francés en la región del Caribe colombiano durante la pandemia de COVID-19, la cual condujo a un cambio onto-epistemológico y metodológico de cara a las decisiones pedagógicas de los participantes. Los hallazgos sugieren que el desarrollo de la identidad del docente de formación inicial es un proceso desafiante y autodirigido, que a menudo se basa en la experiencia previa y las credenciales académicas. Más allá de las habilidades pedagógicas y de investigación, existe una necesidad crucial de mejorar la conciencia sociocultural, los entornos de enseñanza y aprendizaje, y el compromiso con la justicia social, especialmente en el contexto sociopolítico singular de Colombia.
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