A study on the influence of educational practice on the identity construction of pre-service English teachers

Abstract

This study aims to explore the experiences of teacher identity construction and the factors influencing it, with a participant being a pre-service teacher undergoing practical training. A semi-structured interview was conducted with the participant. The research reveals that the process of teacher identity construction is dynamically complex, involving exploration and growth across multiple stages and aspects. During the educational internship, the identity construction of pre-service English teachers is influenced by both personal and external factors. This paper discusses the changes in the identity construction of pre-service English teachers through educational internships and the underlying factors, providing insights into current teacher education practices and future research.