Pre-service Language Teacher Identity: An Interpretation Based on Gender Stereotypes

Abstract

This narrative research project presents an interpretation of gender stereotypes and how they influence language teacher identity construction. Two pre-service teachers who were completing the last semester of their English Teaching program at the University Luis Amigó in Medellin were both researchers and participants. This self-study project was done through narratives framed within an interpretive constructivist paradigm. Qualitative data were collected about the participant’s experiences and their stereotypical positions in different educational contexts. Besides, it was divided in four main categories that emerged from the narrative. The findings indicated that gender stereotypes have deeply influenced language teachers’ identity. Finally, gender is a paramount factor that influences both men and women. Men are often treated as though they were not adequate to teach young children. However, men are favored when it comes to classroom management, especially in high school, unlike women, who seem to struggle with adolescents because of their presumed lack of authority.