La construcción de la identidad docente de futuros maestros en el área de lengua extranjera durante las prácticas de enseñanzael programa de Liverpool

Abstract

This study is aimed at finding out how student teachers live their teaching practice, and how their professional identity and their practical knowledge are shaped in an intercultural context, particularly in connection to English Language Teaching. A blog elaborated by students from the University of Seville during their teaching practice in Seville and Liverpool schools is analysed in a case study with an interpretative-phenomenological approach. The experience proved the usefulness of blogs as a narrative and interactive space, and their potential to promote reflection. Analysis results show a strong affective factor in the process of professional socialization, and a wide gap between students' teaching practice and their university training program. Students still hold implicit theories linked to structuralist and audio-lingual perspectives, with little communicative and intercultural awareness.