Approximations of practice and teacher identity construction: an exploration of the lived stories of TESOL students on a UK master's course

These were analysed at two levels: narratively at an individual level to trace each participant’s journey of their identity construction using Connelly and Clandinin’s (2006) commonplaces of narrative inquiry; and, across the five narratives where thematic analysis was used to generate and highlight the common themes. These themes were teaching volunteer English language students or ‘real students’ as they are referred to in the study; emotions both positive and negative and how these can affect teacher identity; professional knowledge and growth; and collaboration / working with others.

The findings indicate that the experiences of micro- and practice teaching can help to shape a student-teachers’ identity and that greater awareness-raising of teacher identity needs to take place to help new teachers reflect on their journey to becoming teachers while they are studying.<br><br>