Published

2022-07-27

Building EFL Preservice Teachers’ Professional Identity: Does Gender Matter?

Construcción de la identidad profesional docente de futuros docentes de inglés como lengua extranjera: ¿importa el género?

DOI:

https://doi.org/10.15446/profile.v24n2.95186

Keywords:

English teacher education, identity, preservice teacher education, teaching profession (en)
identidad, formación docente de inglés, formación inicial docente, profesión docente (es)

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This study explores the beliefs of English as a foreign language preservice secondary education teachers regarding the construction of teachers’ professional identity. A questionnaire was used to obtain the opinions of 131 future teachers in the 2014–2020 academic years. Results showed that the participants understood teachers’ professional identity to be connected to the ability to motivate students, manage the classroom, and care about interpersonal relations. Women and men think differently regarding the effect of the acquisition of new methodologies, the psycho-pedagogical training, and a longer placement period in the construction of teachers’ professional identity. To conclude, this study provided the chance to reflect on the importance of strengthening the professional identity of English as a foreign language teachers while considering the gender perspective to introduce changes in the curriculum.

Este estudio explora las creencias de los futuros docentes de educación secundaria de inglés como lengua extranjera sobre la construcción de la identidad profesional docente. Se aplicó un cuestionario a 131 futuros docentes durante el período 2014–2020. Los resultados muestran que los participantes relacionan la identidad profesional docente con la capacidad de motivar al alumnado, gestionar el aula y la preocupación por las relaciones interpersonales. Mujeres y hombres piensan diferente acerca de la influencia de la adquisición de nuevas metodologías, la formación psicopedagógica y un mayor período de prácticas en la construcción de la identidad profesional docente. Para concluir, este estudio permite reflexionar sobre la importancia de fortalecer la identidad profesional de los docentes de inglés como lengua extranjera considerando la perspectiva de género para introducir cambios curriculares.

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How to Cite

APA

Pérez-Gracia, E., Serrano-Rodríguez, R. & Pontes-Pedrajas, A. (2022). Building EFL Preservice Teachers’ Professional Identity: Does Gender Matter?. Profile: Issues in Teachers’ Professional Development, 24(2), 117–131. https://doi.org/10.15446/profile.v24n2.95186

ACM

[1]
Pérez-Gracia, E., Serrano-Rodríguez, R. and Pontes-Pedrajas, A. 2022. Building EFL Preservice Teachers’ Professional Identity: Does Gender Matter?. Profile: Issues in Teachers’ Professional Development. 24, 2 (Jul. 2022), 117–131. DOI:https://doi.org/10.15446/profile.v24n2.95186.

ACS

(1)
Pérez-Gracia, E.; Serrano-Rodríguez, R.; Pontes-Pedrajas, A. Building EFL Preservice Teachers’ Professional Identity: Does Gender Matter?. Profile: Issues Teach. Prof. Dev. 2022, 24, 117-131.

ABNT

PÉREZ-GRACIA, E.; SERRANO-RODRÍGUEZ, R.; PONTES-PEDRAJAS, A. Building EFL Preservice Teachers’ Professional Identity: Does Gender Matter?. Profile: Issues in Teachers’ Professional Development, [S. l.], v. 24, n. 2, p. 117–131, 2022. DOI: 10.15446/profile.v24n2.95186. Disponível em: https://revistas.unal.edu.co/index.php/profile/article/view/95186. Acesso em: 6 mar. 2026.

Chicago

Pérez-Gracia, Elisa, Rocío Serrano-Rodríguez, and Alfonso Pontes-Pedrajas. 2022. “Building EFL Preservice Teachers’ Professional Identity: Does Gender Matter?”. Profile: Issues in Teachers’ Professional Development 24 (2):117-31. https://doi.org/10.15446/profile.v24n2.95186.

Harvard

Pérez-Gracia, E., Serrano-Rodríguez, R. and Pontes-Pedrajas, A. (2022) “Building EFL Preservice Teachers’ Professional Identity: Does Gender Matter?”, Profile: Issues in Teachers’ Professional Development, 24(2), pp. 117–131. doi: 10.15446/profile.v24n2.95186.

IEEE

[1]
E. Pérez-Gracia, R. Serrano-Rodríguez, and A. Pontes-Pedrajas, “Building EFL Preservice Teachers’ Professional Identity: Does Gender Matter?”, Profile: Issues Teach. Prof. Dev., vol. 24, no. 2, pp. 117–131, Jul. 2022.

MLA

Pérez-Gracia, E., R. Serrano-Rodríguez, and A. Pontes-Pedrajas. “Building EFL Preservice Teachers’ Professional Identity: Does Gender Matter?”. Profile: Issues in Teachers’ Professional Development, vol. 24, no. 2, July 2022, pp. 117-31, doi:10.15446/profile.v24n2.95186.

Turabian

Pérez-Gracia, Elisa, Rocío Serrano-Rodríguez, and Alfonso Pontes-Pedrajas. “Building EFL Preservice Teachers’ Professional Identity: Does Gender Matter?”. Profile: Issues in Teachers’ Professional Development 24, no. 2 (July 27, 2022): 117–131. Accessed March 6, 2026. https://revistas.unal.edu.co/index.php/profile/article/view/95186.

Vancouver

1.
Pérez-Gracia E, Serrano-Rodríguez R, Pontes-Pedrajas A. Building EFL Preservice Teachers’ Professional Identity: Does Gender Matter?. Profile: Issues Teach. Prof. Dev. [Internet]. 2022 Jul. 27 [cited 2026 Mar. 6];24(2):117-31. Available from: https://revistas.unal.edu.co/index.php/profile/article/view/95186

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CrossRef citations3

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2. Zia Tajeddin, Minoo Alemi, Zahra Maleknia. (2025). Torn between socio-political mandates and professional identity: Teachers’ collaborative reflection on their identity tensions. Language Teaching Research, 29(8), p.3523. https://doi.org/10.1177/13621688231213602.

3. Sandra Ximena Bonilla-Medina, Yolanda Samacá-Bohórquez. (2023). Unauthorized Outlooks on Second Languages Education and Policies. , p.15. https://doi.org/10.1007/978-3-031-45051-8_2.

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