Mirror, mirror on the wall! What kind of teacher am I? Investigating the professional identity of language teachers during their supervised teaching practice in a Graduation course in Modern Languages

Abstract

This article has as main objective to understand the identity of a teacher, in a context of initial training for teachers, during his supervised teaching practice subject, whose theoretical basis the concept of identity is brought from the literature area (NORTON, 2000; VARGHESE et al, 2005 e LEFFA, 2012), cognitive aspects (BORG, 2009 e ZEMBYLAS, 2005) as well as emotions and affection and their relationship with the teacher training process (VIEIRA-ABRAHÃO, 2006; BARCELOS, 2004, 2007, 2013; ARAGÃO, 2005 e COELHO, 2011). ). The results of this qualitative research, ethnographic, which made use of narratives as mediational instrument for teacher training (JOHNSON e GOLOMBEK, 2011), let us see the transience, complexity and fluidity of the participant´s identities, in a continuous movement back-and-forth, and intra-interrelationship  through the border speech, hybrid and interdependently. The results also show the need to make room in the academy to deal with emotional, social and identity aspects of the pre-service teachers, as well as the relevance of the Supervised Teaching Practice subject in re-constructing the identity of the teacher-learner.