Correo Electrónico
DNINFOA - SIA
Bibliotecas
Convocatorias
Identidad U.N.
Published
Classroom Observation at Hogwarts: A Genetic Analysis of a Preservice English Teacher’s Identity Development
Observación de aula en Hogwarts: análisis genético del desarrollo de la identidad de una docente de inglés en formación
DOI:
https://doi.org/10.15446/profile.v27n2.116229Keywords:
fictional teachers, identity development, preservice teachers, sociocultural theory, Vygotsky’s genetic method (en)desarrollo de la identidad, docentes ficticios, método genético de Vygotsky, teoría sociocultural (es)
This qualitative study focuses on the identity development of an English language preservice teacher during a series of classroom observation activities that involved analysing filmic representations of fictional teachers. Data were collected through video observations, script-based tasks, group discussions, and semi-structured interviews. Data were analysed at three levels: microgenetic (identity development process from thinking to speaking), ontogenetic (meanings about the self and the teaching profession), and sociocultural (fictional classrooms and teacher education contexts). Results evidenced that the participant’s beliefs and conceptions about language learning and teaching, possible selves, and inner dilemmas played a role in identity development. In conclusion, interaction with the Harry Potter series as a cultural and pedagogical artefact in the virtual practicum contributed to the participant’s identity development.
Este estudio cualitativo analiza el desarrollo de la identidad de una profesora de inglés en formación durante una práctica virtual que implicó el análisis de representaciones cinematográficas de profesores ficticios. Los datos se recopilaron mediante observaciones, tareas basadas en guiones, discusiones grupales y entrevistas semiestructuradas. El análisis involucró tres niveles: microgenético, ontogenético y sociocultural. Los resultados evidenciaron que las creencias y concepciones de la participante sobre el aprendizaje y la enseñanza de lenguas, los posibles “yo” y los dilemas internos desempeñaron un papel en el desarrollo de su identidad. En conclusión, la interacción con la serie de Harry Potter como artefacto cultural y pedagógico en la práctica virtual contribuyó al desarrollo de la identidad de la participante.
Downloads
References
Beijaard, D. (2019). Teacher learning as identity learning: Models, practices, and topics. Teachers and Teaching: Theory and Practice, 25(1), 1–6. https://doi.org/10.1080/13540602.2019.1542871
Birch, M. L. (2008). Schooling Harry Potter: Teachers and learning, power and knowledge. In E. E. Heilman (Ed.), Critical perspectives on Harry Potter (2nd ed., pp. 103–120). Routledge.
Caviglia, F., & Delfino, M. (2009). Harry Potter and the quest for knowledge: A commonplace for reflecting on learning and teaching. L1: Educational Studies in Language and Literature, 9(3), 29–47. https://doi.org/10.17239/L1ESLL-2009.09.03.02
Columbus, C. (Director). (2001). Harry Potter and the philosopher’s stone [Film]. Warner Bros. Pictures.
Columbus, C. (Director). (2002). Harry Potter and the chamber of secrets [Film]. Warner Bros. Pictures.
Corbin, J., & Strauss, A. (2008). Basics of qualitative research: Techniques and procedures for developing grounded theory (3rd ed.). Sage. https://doi.org/10.4135/9781452230153
Cuarón, A. (Director). (2004). Harry Potter and the prisoner of Azkaban [Film]. Warner Bros. Pictures.
Falsafi, L. (2010). Learner identity: A sociocultural approach to how people recognize and construct themselves as learners [Unpublished doctoral dissertation]. Universitat de Barcelona.
Flores, M. A. (2020). Feeling like a student but thinking like a teacher: A study of the development of professional identity in initial teacher education. Journal of Education for Teaching, 46(2), 145–158. https://doi.org/10.1080/02607476.2020.1724659
Garner, J. K., & Kaplan, A. (2019). A complex dynamic systems perspective on teacher learning and identity formation: An instrumental case. Teachers and Teaching: Theory and Practice, 25(1), 7–33. https://doi.org/10.1080/13540602.2018.1533811
Güngör, M. N. (2020). English language proficiency levels of non-native student teachers in Turkey. In D. L. Banegas (Ed.), Content knowledge in English language teacher education: International perspectives (pp. 201–216). Bloomsbury. https://doi.org/10.5040/9781350084650.0019
Helfenbein, R. J. (2008). Conjuring curriculum, conjuring control: A reading of resistance in Harry Potter and the Order of the Phoenix. Curriculum Inquiry, 38(4), 499–513. https://doi.org/10.1111/j.1467-873X.2008.00431.x
Lemke, J. L. (2000). Across the scales of time: Artifacts, activities, and meanings in ecosocial systems. Mind, Culture, and Activity, 7(4), 273–290. https://doi.org10.1207/S15327884MCA0704_03
Ruohotie-Lyhty, M., Aragão, R. C., & Pitkänen-Huhta, A. (2021). Language teacher identities as socio-politically situated construction: Finnish and Brazilian student teachers’ visualisations of their professional futures. Teaching and Teacher Education, 100, 103270. https://doi.org/10.1016/j.tate.2020.103270
Schaefer, L., & Clandinin, D. J. (2019). Sustaining teachers’ stories to live by: Implications for teacher education. Teachers and Teaching: Theory and Practice, 25(1), 54–68. https://doi.org/10.1080/13540602.2018.1532407
Shaffer, S. L. (2017). Ambiguous lessons: Professor Severus Snape in the “Harry Potter” series. In M. M. Dalton & L. R. Linder (Eds.), Screen lessons: What we have learned from teachers on television and in the movies (pp. 53–58). Peter Lang.
Shahri, M. N. N. (2018). The development of teacher identity, emotions and practice: Before and after graduation from an MA TESOL program. System, 78, 91–103. https://doi.org/10.1016/j.system.2018.08.003
Solari, M. (2017). Humanizing school psychologists: The construction of a novice school psychologist’s model of professional identity. Journal for the Study of Education and Development, 40(3), 467–502. https://doi.org/10.1080/02103702.2017.1341103
Solari, M., & Martín Ortega, E. (2022). Teachers’ professional identity construction: A sociocultural approach to its definition and research. Journal of Constructivist Psychology, 35(2), 626–655. https://doi.org/10.1080/10720537.2020.1852987
Stake, R. E. (1995). The art of case study research. Sage.
Thomas, M. (2018). Harry Potter and the border crossing analogy: An exploration of the instructional use of analogy in a TESOL methods course. The Teacher Educator, 53(3), 277–292. https://doi.org/10.1080/08878730.2018.1461288
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.
Wong, E. C. (2014). The magic of Hogwarts: A critical examination of teachers in Harry Potter [Master’s thesis, University of British Columbia]. UBC Theses and Dissertations. http://hdl.handle.net/2429/46299
Wortham, S. (2006). Learning identity: The joint emergence of social identification and academic learning. Cambridge University Press. https://doi.org/10.1017/CBO9780511810015
Yates, D. (Director). (2007). Harry Potter and the order of the phoenix. Warner Bros. Pictures.
Yeşilbursa, A. (2018). Put a spell on your class. EL Gazette, (456).
Yeşilbursa, A. (2020). Scaffolding classroom instructions for activities: Lockhart or Lupin? English Language Teaching Kitchen, 1–10. https://eltkit.net/makale_id-24
License
Copyright (c) 2025 Müzeyyen Nazlı Güngör, Ayşegül Amanda Yeşilbursa
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
You are authorized to copy and redistribute the material in any medium or format as long as you give appropriate credit to the authors of the articles and to Profile: Issues in Teachers' Professional Development as original source of publication. The use of the material for commercial purposes is not allowed. If you remix, transform, or build upon the material, you may not distribute the modified material.
Authors retain the intellectual property of their manuscripts with the following restriction: first publication is granted to Profile: Issues in Teachers' Professional Development.
