Professional identity formation amongst pre-service language teachers

Abstract

<p>The aim of this paper is to present initial, partial results of ongoing doctoral research. The focus of the research is to understand the process of professional identity formation during bachelor studies including the external and internal factors that shape the professional identities of the students. The primary question: what are the factors affecting professional identity formation amongst bachelor students? The study uses Constructivist Grounded Theory methodology, following the structured approach of Corbin Strauss, this framework assures structured and sound approach to data collection, coding and analysis. The data was collected using semi-structured interviews, with extensive researcher memoing through the process. The research is still in the initial stages, with a limited sample size, nevertheless the initial results are as follows: Individual experiences prior to enrollment play a role in student motivation and expectations, the need for connection between students and learners is explicit, a significant factor in understanding of teaching at a conceptual level stems from practical experiences acquired prior or during the study process. </p>