Apprehending pre-service teachers identity through their narratives

Abstract

The research shows the development of teachers’ professional identity to be in a state of flux and that there is a strong correlation between a sense of teacher professional identity and their propensity to stay in teaching. The pre-service teachers preparedness for inclusive education in Bangladesh through measuring their perceived their teaching efficacy, concerns and attitudes towards education and identifying variables. This study explores the identity renegotiations and agency of four pre-service classroom teachers who receive their TESOL endorsement at a university in Bangladesh, An analysis of face to face interview from narrative positioning perspective indicates that the research took on various and sometimes conflicting positional identities in a relation to their social context. The analysis presented provides implications for teachers of ELLs and teacher educators.