Developing teacher identity: Acquiring pedagogical competencies through pre-service English language teacher education

The main objective of this paper is to discuss possibilities of teacher identity development through pre-service English language teacher education. Teacher identity is here defined as a set of pedagogical competencies (knowledge, skills, abilities, values and attitudes) incorporated in one’s teaching philosophy and strategies. The issue of teacher identity development is positioned between the normative discourse on traditionally valued model of the ideal teacher and the more contemporary idiosyncratic discourse directed to developing individual type of professional self. While the first model is acquired through pre-service teacher education, the latter is developed either from the dispositions of talented young teacher or from the years of practice of experienced teacher. It is the intention of this paper to view which model of teacher identity is most preferred among English language senior year students preparing for teaching service. Focus group technique is conveyed, raising two main questions: a) What elements of teacher identity English language students find relevant for their future professional identity? and b) Which model of teacher identity is fostered through pedagogical courses offered in their pre-service curriculum